The Reading Self-Concept and the Reading Ability of 3rd Grade Elementary School Students
DOI:
https://doi.org/10.55707/ds-po.v40i2.171Keywords:
reading, reading abilities, self-concept development, reading self-concept, reading difficultiesAbstract
During literacy development, a reading self-concept forms, alongside the reading abilities. Initially, reading achievements have a greater influence on the reading self-concept, but over time, a significant reciprocal relationship develops between the self-concept and the abilities. Reading difficulties can negatively affect the reading self-concept, posing a risk factor for academic success. Using a reading self-concept questionnaire and an assessment scheme for reading abilities, we explored the relationship between the reading self-concept and the reading abilities in 134 third-graders. A significant positive correlation was confirmed between the reading self-concept and the reading abilities. Significant differences were found in the reading self-concept and abilities depending on the presence of reading difficulties, but not between genders. Reading fluency, reading comprehension, and the level of the 5-stage support model were significant predictors of the reading self-concept. These findings emphasize the importance of early identification and support for students with reading difficulties to prevent negative consequences that could impact overall academic performance and attitudes toward school.
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