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• W817332469 abstract "The present study examined the relationships among grade level, students’ reading achievement, teacher perceptions of student ability, and students’ reading self-concept beliefs. Spearman correlations and independent samples t-tests were used to determine the relationships, if any, among these variables. Results revealed significant relationships between student and teacher perceptions of reading ability and students’ actual reading achievement. A significant difference was also found between first and fifth grade students with respect to reading competency beliefs. Implications of the findings are discussed. STUDENTS’ SELF-CONCEPT OF READING 3 Chapter One: Statement of the Problem Introduction Throughout the elementary school years, and specifically in grades one through three, the primary task facing students is the acquisition of basic reading skills. The ability to read provides students with a foundation upon which to build more advanced academic skills. Unfortunately, research shows that 37% of fourth-grade students achieve below a basic level of reading skill. In addition, only 31% of fourth-graders are considered at or above a level of proficiency (National Center for Education Statistics, 2003). Students with reading disabilities account for the largest portion of students receiving special education services; approximately 80% of students classified as learning disabled are identified as having a reading disability (Lerner, 1989). The effects of literacy are far-reaching. In their longitudinal study, Cunningham and Stanovich (1997) found that exposure to reading in first grade was a significant predictor of declarative knowledge and verbal ability in eleventh grade, even after controlling for general cognitive ability. In addition, they found the speed of initial reading acquisition to be related to reading comprehension, vocabulary, and general knowledge in grade eleven (Cunningham & Stanovich, 1997). Bandura (1993) suggested that in order for students to become competent in learning, they must acquire not only the skills, but also self-efficacy beliefs to use those skills effectively. Such beliefs influence students’ aspirations, goal commitments, resilience, and levels of motivation and perseverance (Bandura, Barbaranelli, Caprara, & Pastorelli, 1996). Children’s academic self-competence beliefs then directly contribute to their academic achievement (Bandura et al., 1996). STUDENTS’ SELF-CONCEPT OF READING 4 Self-Efficacy The construct of perceived self-efficacy, or people’s beliefs in their capabilities to produce certain results, was developed by Bandura (1977) within a social-cognitive model that suggested a reciprocal relationship between a person, the environment, and behavior. Completing difficult tasks requires a person to expend considerable effort to remain on task and to use analytic thinking. Consequently, people with high self-efficacy set challenging goals for themselves and effectively regulate the effort necessary to overcome obstacles and reach their goals. Self-efficacy is not a global trait, but rather a specific set of beliefs related to distinct areas of functioning, such as academics. The terminology regarding self-beliefs is ambiguous in the literature; theory and research has been hindered by references to an ambiguous group of competing terms. The terms most frequently used are self-concept, self-esteem, and self-efficacy. Empirical efforts to distinguish among these terms have been met with limited success. The terminology is complicated by the ambiguous nature of the specific aspects of self-belief. As a result, it may not be appropriate to assume clear or consistent conceptual distinctions among self-belief terms. For the purposes of the current review, the terms “self-concept” and “self-efficacy” will be used interchangeably according to the terminology of the authors of the studies discussed (Valentine, DuBois, &" @default.
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• W817332469 title "The Relation of elementary students’ academic self-concept of reading to grade level, achievement, and teacher perceptions" @default.
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