Reading self-efficacy and reading fluency development among primary school children: Does specificity of self-efficacy matter?

Peura, Pilvi; Aro, Tuija; Viholainen, Helena; Räikkönen, Eija; Usher, Ellen L.; Sorvo, Riikka; Aro, Mikko

doi:10.1016/j.lindif.2019.05.007

Cited by 33 publications

(35 citation statements)

References 59 publications

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“…Children with high self‐efficacy benefited from the intervention more than the control group in word reading fluency, whereas children with low self‐efficacy benefited from the intervention less than the control group in spelling. The first finding is in accordance with the previous studies which suggest that high self‐efficacy is related to better reading skills (Carroll & Fox, 2017; Lee & Zentall, 2012; Peura et al, 2019) and can positively predict children's response to a reading intervention (Cho et al, 2015). However, it was somewhat unexpected that GL Reading players with poor self‐efficacy developed less than the control group in spelling.…”

Section: Discussionsupporting

confidence: 90%

“…Self‐efficacy was assessed by asking the children to rate their confidence in performing successfully in various reading and spelling‐related tasks. The self‐efficacy scale was adapted from the scale developed by Peura et al (2019) and it included eight questions (e.g., How certain are you that you can say the names of all letters? How certain are you that you can read long words?).…”

Section: Methodsmentioning

confidence: 99%

“…According to a recent meta-analysis, self-efficacy has a reciprocal relationship with achievement, with self-efficacy both predicting achievement and being modified by past experiences in achievement situations (Talsma, Schüz, Schwarzer, & Norris, 2018). A recent Finnish study has shown that self-efficacy consistently predicts primary school children's reading fluency development across grade levels (Peura et al, 2019).…”

Section: Self-efficacy and Game-based Learningmentioning

confidence: 99%

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A mobile game as a support tool for children with severe difficulties in reading and spelling

Ronimus

Eklund

Westerholm

et al. 2020

Computer Assisted Learning

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We used a randomized controlled trial to investigate if a mobile game, GraphoLearn (GL), could effectively support the learning of first graders (N = 70), who have severe difficulties in reading and spelling. We studied the effects of two versions of the game: GL Reading, which focused on training letter-sound correspondence and word reading; and GL Spelling, which included additional training in phonological skills and spelling. During the spring of first grade, the children trained with tablet computers which they could carry with them during the six-week intervention. The average exposure time to training was 5 hr 44 min. The results revealed no differences in the development of reading or spelling skills between GL players and the control group. However, pre-training self-efficacy moderated the effect among GL Reading players: children with high self-efficacy developed more than the control group in word reading fluency, whereas children with low self-efficacy developed less than the control group in spelling.

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Section: Discussionsupporting

confidence: 90%

Section: Methodsmentioning

confidence: 99%

Section: Self-efficacy and Game-based Learningmentioning

confidence: 99%

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A mobile game as a support tool for children with severe difficulties in reading and spelling

Ronimus

Eklund

Westerholm

et al. 2020

Computer Assisted Learning

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“…In this manner, perceived intensity of reading may be contemplated as having a greater role in influencing self-efficacy than the actual, objective rate of reading, a finding that is relevant to the present study as it is reliant on self-report measures of intensity of reading. Furthermore, a positive relationship has been established between reading fluency and learning-related self-efficacy (Peura et al, 2019). Additionally, Miyamoto, Pfost, and Artelt (2019) also found significant indirect mediating effects of reading amount on reading comprehension, alongside a link between intensity of reading and metacognitive awareness of strategies.…”

Section: Research Self-efficacy and Attitude Towards Researchmentioning

confidence: 95%

Research Self-Efficacy Among Students: Role of Metacognitive Awareness of Reading Strategies, Research Anxiety, and Attitude Towards Research

Wajid

Jami

2020

PJPR

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The present study aimed to explore the role of metacognitive awareness of reading strategies, research anxiety, and attitude towards research in research self-efficacy among students at university currently conducting research as part of their degree requirement. The role of perceived supervisor’s satisfaction from research and intensity of reading as moderators was also analyzed. Research Self-Efficacy Scale (Rezaei & Zamani-Miandashti, 2013), Metacognitive Awareness of Reading Strategies (Mokhtari & Reichard, 2002), Research Anxiety Scale (Rezaei & Zamani-Miandashti, 2013), and Attitude towards Research Scale (Rezaei & Zamani-Miandashti, 2013) were used to collect data from purposively drawn sample of 300 university students who were conducting research as part of their degree requirement. Regression analysis revealed metacognitive awareness of reading strategies to be the strongest predictor of research self-efficacy, with research anxiety and attitude towards research being mediators. Further analysis revealed supervisor’s satisfaction for research anxiety and intensity of reading for metacognitive awareness of reading strategies to be significant moderators in effecting research self-efficacy. The study findings have been discussed in detail, alongside the implications of the study as well as suggestions for further research in the area.

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“…Motivational processes, such as children's academic self-concept (Katzir et al 2008;Peura et al 2019;Susperreguy et al 2018), task value, including interest (Carroll et al 2019;Kirby et al 2011;McKenna et al 1995), and task-focused behavior (Georgiou et al 2013;Kiuru et al 2014;Mägi et al 2018) have been shown to play important roles in literacy acquisition in different languages. However, despite evidence showing that culture and writing system impact the cognitive bases of reading development (e.g., Georgiou et al 2012;Landerl et al 2019;McBride-Chang et al 2005;Moll et al 2014;Ziegler et al 2010), there is still paucity of research examining whether culture also modulates the relations between motivation and reading skills; of note, a recent meta-analysis examining the role of motivation in reading did not examine this either (Toste et al 2020).…”

Section: Introductionmentioning

confidence: 99%

Cultural influences on the relationship between self-concept, interest, task-focused behavior, and reading skills

Inoue

Georgiou

Maekawa³

et al. 2021

J Cult Cogn Sci

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We examined the relations between reading self-concept, reading interest, task-focused behavior, and reading skills, and whether culture moderates their relations in a longitudinal study across Western (Canadian) and East Asian (Japanese) cultural contexts. Three hundred six children were assessed on reading self-concept and reading interest at the beginning of Grade 2, and on reading skills at the beginning and end of Grade 2. Teachers rated the children's task-focused behavior at the beginning of Grade 2. Results showed that whereas task-focused behavior was uniquely associated with reading skills in both samples, the association between reading selfconcept and reading skills was stronger in the Canadian sample than in the Japanese sample. Moreover, reading self-concept had an indirect effect on later reading skills via the effects of task-focused behavior and reading skills only in the Canadian sample. These findings suggest that while it is likely that there is a positive association between motivation and reading skills, the developmental dynamics between them may not be the same across the two cultures.

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Reading self-efficacy and reading fluency development among primary school children: Does specificity of self-efficacy matter?

Cited by 33 publications

References 59 publications

A mobile game as a support tool for children with severe difficulties in reading and spelling

A mobile game as a support tool for children with severe difficulties in reading and spelling

Research Self-Efficacy Among Students: Role of Metacognitive Awareness of Reading Strategies, Research Anxiety, and Attitude Towards Research

Cultural influences on the relationship between self-concept, interest, task-focused behavior, and reading skills

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