| Abstract |
This study focused on the investigation of personal and family characteristics of Early Readers (ERs), through a comparison of Early and Non-Early Readers (NERs), in order to determine the factors that promote early reading ability and explore the effects of this ability in later reading achievement. Seventy-six (76) ERs were identified from the area of Heraklio (Crete) and matched on age, gender and attendance of kindergarten, with seventy-six (76) NERs. The 152 subjects reading ability was measured before and after systematic instruction. Their parents and teachers were also given questionnaires that collected personal and family information. In the area of personal characteristics, reading ability of ERs was found to be significantly higher than their peers after one-year systematic instruction. ERs maintained their advantage over the other group throughout grade one. It was also inferred that they are significantly different in some of their personality characteristics and they are engaged in books and literacy activities more often and earlier than NERs. Additionally, some significant differences concerning home factors were found between the two groups. ERs came from families of higher socioeconomic class and their mothers educational level was superior to their peers. ERs parents reading habits, their concepts about preschool parental help as well as their practices and approaches in getting their children acquainted with written language are listed among the major differentiating factors of the two groups that are possible to contribute in early reading. The results indicate that early reading could be attributed to the combination of some personal and family characteristics.
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Ατομικά και οικογενειακά χαρακτηριστικά των πρώιμων αναγνωστών. Μια συγκριτική μελέτη
