Can reading fluency and self-efficacy of reading fluency be enhanced with an intervention targeting the sources of self-efficacy?

Aro, Tuija; Viholainen, Helena; Koponen, Tuire; Peura, Pilvi; Räikkönen, Eija; Salmi, Paula; Sorvo, Riikka; Aro, Mikko

doi:10.1016/j.lindif.2018.06.009

Cited by 74 publications

(32 citation statements)

References 65 publications

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“…Classmate controls were matched for gender (when possible), and they received business-as-usual support, including special education usually provided in the school. The reading intervention group consisted of children with reading fluency deficits who received the intervention as part of the SELDI project in small groups during the same period ( N = 85; for details, see Aro et al, in press ).…”

Section: Methodsmentioning

confidence: 99%

Does Multi-Component Strategy Training Improve Calculation Fluency Among Poor Performing Elementary School Children?

et al. 2018

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The aim of the present study was to extend the previous intervention research in math by examining whether elementary school children with poor calculation fluency benefit from strategy training focusing on derived fact strategies and following an integrative framework, i.e., integrating factual, conceptual, and procedural arithmetic knowledge. It was also examined what kind of changes can be found in frequency of using different strategies. A quasi-experimental design was applied, and the study was carried out within the context of the school and its schedules and resources. Twenty schools in Finland volunteered to participate, and 1376 children were screened in for calculation fluency problems. Children from second to fourth grades were recruited for the math intervention study. Children with low performance (below the 20th percentile) were selected for individual assessment, and indications of using counting-based strategies were the inclusion criteria. Altogether, 69 children participated in calculation training for 12 weeks. Children participated in a group based strategy training twice a week for 45 min. In addition, they had two short weekly sessions for practicing basic addition skills. Along with pre- and post-intervention assessments, a 5-month follow-up assessment was conducted to exam the long-term effects of the intervention. The results showed that children with dysfluent calculation skills participating in the intervention improved significantly in their addition fluency during the intervention period, showing greater positive change than business-as-usual or reading intervention controls. They also maintained the reached fluency level during the 5-month follow-up but did not continue to develop in addition fluency after the end of the intensive training program. There was an increase in fact retrieval and derived fact/decomposition as the preferred strategies in math intervention children and a decrease of the use of counting-based strategies, which were the most common strategies for them before the intervention. No transfer effect was found for subtraction fluency.

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Section: Methodsmentioning

confidence: 99%

Does Multi-Component Strategy Training Improve Calculation Fluency Among Poor Performing Elementary School Children?

et al. 2018

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“…A plenty of studies were piloted to examine the connection among self-efficacy beliefs and reading comprehension. Majority of the researchers considered primary school students as their study's sample (Aro et al 2018 ). All of the abovementioned studies found significant association between self-efficacy beliefs and reading comprehension except on study (i.e., Booth et al, 2017), which found an insignificant relationship.…”

Section: Self-efficacy Beliefs and Reading Comprehensionmentioning

confidence: 99%

Self-efficacy Sources and Reading Comprehension: The Mediating Role of Reading Self-efficacy Beliefs

Shehzad¹,

Alghorbany

Lashari

et al. 2019

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The study aimed at identifying the association between Bandura's four hypothesized self-efficacy sources and reading comprehension by employing reading self-efficacy beliefs as a mediating variable. A correlational research design was used. A total of 351 Saudi EFL learners were selected from eight public universities of Kingdom of Saudi Arabia by employing proportionate stratified random sampling. Two questionnaires including 'questionnaire for sources of reading self-efficacy', and 'reading self-efficacy beliefs questionnaire', and an IELTS reading comprehension test were used to collect the data. Path analysis by AMOS 23 was utilised in order to test the hypotheses. Findings provided support for the proposed conceptual framework, disclosing that all the four self-efficacy sources were significantly associated with reading self-efficacy beliefs. Also, reading self-efficacy beliefs were significantly associated with reading comprehension. Lastly, reading selfefficacy beliefs mediated the association between self-efficacy sources and reading comprehension. This study offered several theoretical and practical implications for EFL learners, instructors, and educational policymakers on the need of inculcating self-efficacy beliefs among learners to facilitate them in English reading comprehension.

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“…Studies conducted regarding the relationship between self-efficacy sources and self-efficacy beliefs in English skills are limited. Aro et al (2018) conducted an intervention study in which they introduced selfefficacy sources as an intervention. The results indicated that self-efficacy sources significantly influenced reading self-efficacy beliefs.…”

Section: Self-efficacy Beliefs and Its Sourcesmentioning

confidence: 99%

“…In the EFL/ESL context, several studies focused on the research regarding self-efficacy beliefs in all the four skills of English language. For instance, several studies are on listening self-efficacy (i.e., Rahimirad & Zare-ee, 2015;Taguchi, 2018;Todaka, 2017), on speaking self-efficacy (i.e., Idrus & Salleh, 2017;Kamaruddin & Zawawi, 2017), on reading self-efficacy (i.e., Aro et al, 2018;McLean & Poulshock, 2018), and on writing self-efficacy (i.e., Ekholm, Zumbrunn, & Bandura (1997) defines self-efficacy beliefs as persons' perceptions regarding his capabilities to carry out particular actions. Self-efficacy beliefs denote persons' subjective anticipations of and devotion to achieve the academic tasks at hand (Lau & Roeser, 2002).…”

Section: Introductionmentioning

confidence: 99%

The interplay between pronunciation self-efficacy sources and self-efficacy beliefs: A structural equation modeling approach

Shehzad

Alghorbany

Lashari

et al. 2019

Indonesian J. Appl. Linguist.

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This study was conducted to find the association between pronunciation self-efficacy sources and pronunciation self-efficacy beliefs. It was quantitative in nature using a correlational research design. A sample of 155 Malaysian ESL university students was selected from two Malaysian universities by employing proportionate stratified random sampling. Two questionnaires were used to collect the data related to pronunciation self-efficacy sources and self-efficacy beliefs. In order to analyze the collected data, the correlational analysis was carried out with a statistical software named Smart PLS 3.0. Findings indicated that all the self-efficacy sources were significantly and positively correlated with pronunciation self-efficacy beliefs, except physiological state, which was significantly but negatively correlated with pronunciation self-efficacy beliefs. Based on the outcomes of this study, implications for ESL instructors and educational policymakers were presented.

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Can reading fluency and self-efficacy of reading fluency be enhanced with an intervention targeting the sources of self-efficacy?

Abstract: Can reading fluency and self-efficacy of reading fluency be enhanced with an intervention targeting the sources of self-efficacy?

Cited by 74 publications

References 65 publications

Does Multi-Component Strategy Training Improve Calculation Fluency Among Poor Performing Elementary School Children?

Does Multi-Component Strategy Training Improve Calculation Fluency Among Poor Performing Elementary School Children?

Self-efficacy Sources and Reading Comprehension: The Mediating Role of Reading Self-efficacy Beliefs

The interplay between pronunciation self-efficacy sources and self-efficacy beliefs: A structural equation modeling approach

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