Literacy interest and reader self-concept when formal reading instruction begins

Walgermo, Bente Rigmor; Frijters, Jan C.; Solheim, Oddny Judith

doi:10.1016/j.ecresq.2018.03.002

Cited by 54 publications

(41 citation statements)

References 62 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Moreover, we consider self-concept to be a multidimensional aspect and focus specifically on reader self-concept. Studies have demonstrated associations between reader self-concept and reading achievement (Chapman and Tunmer 1997;Chapman et al 2000;Walgermo et al 2018). Thus, we expect to see a positive association between reader self-concept and reading achievement and propose the following hypotheses: Hypothesis 1 Self-concept is positively related to reading achievement…”

Section: Self-concept and Academic Achievementmentioning

confidence: 91%

“…With regard to reader self-concept, stable patterns of competence or difficulties in reading seem to take a couple of years to display, whereas self-concept related to these achievements takes somewhat longer to stabilize (Chapman and Tunmer 1995;Stipek 2002). However, evidence suggests that for some children, consistent experiences regarding difficulties or proficiency in reading are already present from the outset of schooling (Chapman et al 2000;Spear-Swerling and Sternberg 1996;Walgermo et al 2018). Chapman et al (2000) concluded from their study that previous research has underestimated the rapid manifestation of self-concept related to reading achievements.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Do you read me? Associations between perceived teacher emotional support, reader self-concept, and reading achievement

2019

Self Cite

View full text Add to dashboard Cite

The aim of the current study was to examine the associations among perceived teacher emotional support, reader self-concept, and reading achievement in a sample of children (n = 2888) at the end of first grade. Structural equation modelling revealed significant relations between perceived teacher emotional support and reader self-concept and between reader self-concept and reading achievement. No direct association was found between perceived teacher emotional support and reading achievement. However, we found that reader self-concept mediated the association between perceived teacher emotional support and reading achievement. Conclusively, teachers should have in mind that supporting children emotionally might contribute to both higher reading self-concept and higher reading achievement.

show abstract

Section: Self-concept and Academic Achievementmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Do you read me? Associations between perceived teacher emotional support, reader self-concept, and reading achievement

2019

Self Cite

View full text Add to dashboard Cite

show abstract

“…The importance of this psychological variable has been broadly documented. Susperreguy, Davis-Kean, Duckworth, and Chen (2018) [17] Walgermo, Frijters, and Solheim (2018) [18] and Wolff, Nagy, Helm, and Möller (2018) [19] authored papers in which they described how self-concept can both predict and influence academic achievement in different subjects, such as mathematics, reading, and literature, across different learning levels, including primary and secondary education. Hence, considering that an increase in students' selfconcepts usually results in an increase in their academic achievement [20,21], it is of interest, from an academic perspective, to examine teaching methodologies that may positively influence students' self-concepts.…”

Section: Self-conceptmentioning

confidence: 99%

Effects of peer tutoring on middle school students’ mathematics self-concepts

Miravet

Alegre

2020

PLoS ONE

View full text Add to dashboard Cite

The effects of peer tutoring on students' mathematics self-concepts were examined. The Marsh questionnaire was used to measure students' mathematics self-concepts before and after implementation of a peer tutoring program. A pretest posttest control group design was employed. Study participants included 376 students from grades 7 to 9 (12 to 15 years old). No statistically significant differences were reported between the pretest and the posttest for any of the control groups. Statistically significant improvements were reported for all grades for the experimental groups. An average increment of 13.4% was reported for students in the experimental group, and the overall effect size was reported to be medium (Hedges' g = 0.48). No statistically significant differences were reported across grades for the experimental group. The main conclusion of this study is that same-age and reciprocal peer tutoring may be very beneficial for middle school students' mathematics self-concepts. Several recommendations for field practitioners emanated from the study: use same-age and reciprocal tutoring over cross-age and fixed peer tutoring; schedule tutoring programs for four weeks or less with two to four sessions of 25 minutes or less per week for each tutoring session; and, include a control group in research studies.

show abstract

“…The Education Development Center (EDC) states that literacy is more than just reading and writing. The development of reading skills as a predictor of letters and vocabulary knowledge, as well as the requirements for literacy, is one of the most important academic assignments children do during their elementary school years (Mctigue, Solheim, Walgermo, Frijters, & Foldnes, 2019;Walgermo, Frijters, & Judith, 2018). Reading is considered the most important skill of the four language skills (Koch, 1974).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of the Use of Digital-Based Educational Comic Media in Improving Reading Interest in Elementary School Students

Surya¹,

Poerwanti²,

Sriyanto³

2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

View full text Add to dashboard Cite

This research aimed to obtain information about the effectiveness of digitalbased educational comic media in improving reading interest of elementary school students This research is a the experimental research with design the one group pretest posttest. The research subjects were the students of SDN Jogorogo 3 and SDN Talang, Ngawi Regency in the 2018/2019 academic year. The data collection techniques using questionnaires and data analysis techniques using t-test. This research discusses the increase in reading interest based on the N-Gain scale which is grouped into several indicators. The results showed effectiveness of the use of digital-based educational comic media in improving reading interest in elementary school students.

show abstract

Literacy interest and reader self-concept when formal reading instruction begins

Cited by 54 publications

References 62 publications

Do you read me? Associations between perceived teacher emotional support, reader self-concept, and reading achievement

Do you read me? Associations between perceived teacher emotional support, reader self-concept, and reading achievement

Effects of peer tutoring on middle school students’ mathematics self-concepts

The Effectiveness of the Use of Digital-Based Educational Comic Media in Improving Reading Interest in Elementary School Students

Contact Info

Product

Resources

About