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<p>Previous research emphasized the impact of reader beliefs on reading comprehension (RC) but rarely explored how RC shapes reader beliefs. This gap is significant in primary education, a foundational stage for belief formation. In this longitudinal study, we investigate how Chinese children conceptualize reading, categorizing their beliefs as “Receiver” (text extraction) or “Builder” (active engagement), and explore the bidirectional relations between these reader beliefs and RC across narrative and expository genres. Participants included 287 students (127 females, <i>M</i><sub>age</sub> = 10.88). Across three waves spanning 12&#xa0;months, students completed reader beliefs and genre-specific RC assessments. We employed random-intercept cross-lagged panel models (RI-CLPM) to disentangle within-person dynamics from between-person stability, controlling for individual differences in decoding skills and reading frequency. The findings revealed distinct, genre-specific patterns: (1) the builder belief stably predicted subsequent narrative RC. (2) A bidirectional, reciprocal relation was observed between the receiver belief and expository RC. (3) Expository RC also uniquely predicted subsequent increases in the builder belief. These findings advance our theoretical understanding of reader belief formation during middle childhood, by demonstrating that comprehension outcomes, especially with expository texts, actively shape children’s developing belief systems.</p>

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A developmental feedback loop: reciprocal relations between reader beliefs and genre-specific reading comprehension

  • 期刊论文

  • 发表日期：

    2026年6月15日

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  • Haolan Wang,
  • Yi Zhao,
  • Hongjun Chen,
  • Xinchun Wu,
  • Wangan Wu,
  • Jie Chen,
  • Ying Zhao,
  • Panayiota Kendeou

摘要

Previous research emphasized the impact of reader beliefs on reading comprehension (RC) but rarely explored how RC shapes reader beliefs. This gap is significant in primary education, a foundational stage for belief formation. In this longitudinal study, we investigate how Chinese children conceptualize reading, categorizing their beliefs as “Receiver” (text extraction) or “Builder” (active engagement), and explore the bidirectional relations between these reader beliefs and RC across narrative and expository genres. Participants included 287 students (127 females, Mage = 10.88). Across three waves spanning 12 months, students completed reader beliefs and genre-specific RC assessments. We employed random-intercept cross-lagged panel models (RI-CLPM) to disentangle within-person dynamics from between-person stability, controlling for individual differences in decoding skills and reading frequency. The findings revealed distinct, genre-specific patterns: (1) the builder belief stably predicted subsequent narrative RC. (2) A bidirectional, reciprocal relation was observed between the receiver belief and expository RC. (3) Expository RC also uniquely predicted subsequent increases in the builder belief. These findings advance our theoretical understanding of reader belief formation during middle childhood, by demonstrating that comprehension outcomes, especially with expository texts, actively shape children’s developing belief systems.