Effect of sighted Braille instruction on the reading achievement, self-concept, and anxiety of middle grade educationally handicapped students

This study investigated the relationship between degree or extent of special education participation and measured self-concept. Subjects were 45 third-grade male students of average or above intelligence who were divided into three groups: 1) students in self-contained LD classes, 2) students provided individual tutoring, and 3) a control group of students from regular classes. Since achievement has consistently been found to correlate with scores on self-concept measures, a reading achievement score was obtained for each subject in order to examine the differences in self-concept while statistically controlling for achievement. The results indicated a significant difference among the three groups on both reading achievement and self-concept measures. With the effect of reading achievement covaried out, no significant difference remained among the three groups on measured self-concept. Rank ordering and statistical pairwise comparison of self-concept scores indicated poorer self-concepts for the tutored group despite higher achievement levels than the self-contained group.

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Reading Achievement and Attitude Productivity among 17-Year Olds

Journal of Reading Behavior ◽

10.1080/10862968309547488 ◽

1983 ◽

Vol 15 (3) ◽

pp. 41-53 ◽

Cited By ~ 7

Author(s):

Herbert J. Walberg ◽

Shiow-ling Tsai

Keyword(s):

Socioeconomic Status ◽

Public School ◽

Reading Achievement ◽

Home Environment ◽

School Attendance ◽

Self Concept ◽

Educational Progress ◽

National Assessment ◽

Spare Time ◽

Time Reading

To probe the association of reading achievement and attitude with productive factors in learning, the scores of 2,300 17-year-old students from a National Assessment of Educational Progress sample were regressed on 18 indices of seven factors. The achievement correlations with the factors are close to the averages revealed by recent quantitative syntheses of bivariate studies. A considerable amount of the reliable or adjusted variance in achievement, 51%, is accounted for by motivation, frequency of spare time reading, radio listening, socioeconomic status, home environment, the use of English at home, race, and public-school attendance. Enjoyment of reading and self-concept as a reader are similarly accountable, but attitudes about the importance of reading and freedom to read are less predictable.

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Correlations among Perceptual-Motor Ability, Self-Concept and Reading Achievement in Early Elementary Grades

Perceptual and Motor Skills ◽

10.2466/pms.1979.48.2.447 ◽

1979 ◽

Vol 48 (2) ◽

pp. 447-450 ◽

Cited By ~ 8

Author(s):

William S. Husak ◽

Richard A. Magill

Keyword(s):

Reading Achievement ◽

Multiple Regression ◽

Science Research ◽

Self Concept ◽

Elementary Grades ◽

Motor Ability ◽

Early Elementary ◽

Motor Abilities ◽

Grade Levels ◽

Assessment Survey

This study investigated the correlations among measures of perceptual-motor abilities, self-concept, and reading achievement and determined whether perceptual-motor ability and self-concept can predict reading achievement in the early elementary grades. A total of 105 boys and 108 girls from the first, second and third grades were tested on the stabilometer, a modified Minnesota Manual Dexterity Test, a tapping test, the Primary Self-concept Inventoty, and the Science Research Associates Assessment Survey. Intercorrelations across grade levels tended to be low and nonsignificant. The multiple regression procedures yielded no strong predictions of reading achievement. These findings tended to confirm the specificity of perceptual-motor ability, self-concept, and reading achievement.

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How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications

Policy Insights from the Behavioral and Brain Sciences ◽

10.1177/2372732219893385 ◽

2020 ◽

Vol 7 (1) ◽

pp. 27-34 ◽

Cited By ~ 2

Author(s):

Ana Taboada Barber ◽

Susan Lutz Klauda

Keyword(s):

Reading Achievement ◽

Cognitive Skills ◽

School Administrators ◽

Reading Motivation ◽

Policy Implications ◽

Policy Recommendations ◽

Middle Grade ◽

Multiple Dimensions ◽

Motivation And Engagement ◽

Complex Cognitive Skills

Successful reading comprehension demands complex cognitive skills, and, consequently, motivation to make meaning from text. Research on reading motivation and engagement can inform policy aimed at improving reading achievement. Multiple dimensions of reading motivation and engagement—and instructional practices for bolstering each one—draw on interventions for students of diverse language and ethnic backgrounds in elementary and middle grade classrooms. The article concludes with policy recommendations centering on (a) the need for school administrators and teachers to learn principles of reading motivation and engagement and (b) the importance of devoting time to planning, in collaboration with researchers, how to apply these principles with particular students in particular classrooms.

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