Self-efficacy and interest in the use of reading strategies

We examined the influence of reading strategy instruction on self-efficacy, interest, and comprehension by 4th-graders from at-risk environments. Previous research indicates that reading strategy instruction can improve reading comprehension; however, few studies have examined the link between strategy instruction and self-efficacy and interest in using reading strategies. Students participated in reading strategy instruction and activities over a two-week period. We measured self-efficacy, interest, and comprehension before and after the strategy instruction. As predicted, self-efficacy and interest increased while comprehension remained stable. Results suggest that explicit strategy instruction and practice can be integrated with existing classroom curriculum and can influence student motivation in a relatively short period of time. Suggestions are provided for strategy instruction.

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Work Title Self-efficacy and interest in the use of reading strategies
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Open Access
Creators
  1. Matthew T. McCrudden
  2. Peggy G. Perkins
  3. Le Ann G. Putney
License In Copyright (Rights Reserved)
Work Type Article
Publisher
  1. Journal of Research in Childhood Education
Publication Date December 1, 2005
Publisher Identifier (DOI)
  1. https://doi.org/10.1080/02568540509594556
Deposited August 09, 2023

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  • Created

    August 09, 2023 14:50 by Researcher Metadata Database

  • Added JRCE_2005.pdf

    August 09, 2023 14:50 by Researcher Metadata Database

  • Added Creator Matthew T. McCrudden

    August 09, 2023 14:50 by Researcher Metadata Database

  • Added Creator Peggy G. Perkins

    August 09, 2023 14:50 by Researcher Metadata Database

  • Added Creator Le Ann G. Putney

    August 09, 2023 14:50 by Researcher Metadata Database

  • Published

    August 09, 2023 14:50 by Researcher Metadata Database

  • Updated Description Show Changes

    August 29, 2023 14:51 by avs5190

    Description
    • <p>End-of-year marks and achievement test results in intermediate grade math and reading were linked to high-stakes test results at the secondary level. The results suggest that analysis of marks and test scores would alert educators to students who may be at-risk. This study is an example of the scientific approach to school improvement advocated by the No Child Left Behind Act. The discussion included professional development needed by teachers, principals, and school psychologists in order to make a research-based realignment of the curriculum and adjustments to the instructional program.</p>
    • We examined the influence of reading strategy instruction on self-efficacy, interest, and comprehension by 4th-graders from at-risk environments. Previous research indicates that reading strategy instruction can improve reading comprehension; however, few studies have examined the link between strategy instruction and self-efficacy and interest in using reading strategies. Students participated in reading strategy instruction and activities over a two-week period. We measured self-efficacy, interest, and comprehension before and after the strategy instruction. As predicted, self-efficacy and interest increased while comprehension remained stable. Results suggest that explicit strategy instruction and practice can be integrated with existing classroom curriculum and can influence student motivation in a relatively short period of time. Suggestions are provided for strategy instruction.
  • Updated

    April 04, 2024 10:22 by [unknown user]