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1.
This study used conventional self-efficacy measures as well as predictions of performance to examine the spelling and writing efficacy beliefs of early adolescents with and without learning disabilities (LD). In addition, the study examined two types of global efficacy—self-efficacy for self-regulated learning and general self-efficacy. The students with LD over-estimated their spelling performance by 52% and their writing performance by 19%, whereas the non-LD students were generally accurate in their performance estimates. Students’ performance predictions and self-efficacy ratings were strong predictors of a composite writing performance, but the self-efficacy for self-regulated learning and general self-efficacy scores did not predict writing performance. The article concludes with a discussion of recommendations to improve the calibration and academic functioning of adolescents with learning disabilities. 相似文献
2.
The aim of this study was to identify reading profiles, which predict the literacy progress of Reading Recovery graduates. Reading Recovery is an intensive remediation for children after the first year of school. Children were assessed at exit from the programme and at 3‐month, 6‐month and 12‐month follow‐up points. Text Reading Level made unique contributions to word reading, spelling and writing at all time points and was consistently the best predictor of word reading. Phonological processing also made unique contributions to word reading and spelling. Reading comprehension was found to be the best predictor of National Curriculum sublevels for reading and writing, 12 months later. These findings indicate that levelled texts, as employed in Reading Recovery, provide a good indication of progress in word reading, spelling and writing after the programme has been discontinued, but also present a case for assessing other reading skills (e.g., phonological processing and reading comprehension) in order to help predict sustained progress in literacy. 相似文献
3.
Kim YS Otaiba SA Puranik C Folsom JS Greulich L Wagner RK 《Learning and individual differences》2011,21(5):517-525
The present study examined the components of end of kindergarten writing, using data from 242 kindergartners. Specifically of interest was the importance of spelling, letter writing fluency, reading, and word- and syntax-level oral language skills in writing. The results from structural equation modeling revealed that oral language, spelling, and letter writing fluency were positively and uniquely related to writing skill after accounting for reading skills. Reading skill was not uniquely related to writing once oral language, spelling, and letter writing fluency were taken into account. These findings are discussed from a developmental perspective. 相似文献
4.
Olivia O&#x;Sullivan 《Literacy》2000,34(1):9-16
Stage models of learning to spell have not been helpful to teachers in teaching spelling. A three year project, based in three inner London primary schools, showed that although there is a developmental dimension to learning to spell, children nevertheless draw on several sources of knowledge from the outset. Reading and spelling are related but it is likely that phonemic understanding is gained more readily through spelling than it is in the context of reading. The project set out to examine how children develop as spellers and the nature of the links between children’s development in spelling, writing and reading. It examined the progress in spelling of two groups of children: a KS 1 group of children learning to read and write, and of a group of KS2 children who were fluent readers but who had spelling difficulties. The project also drew out the implications of its study for teachers and developed a spelling assessment framework to help teachers in analysing children’s spellings. 相似文献
5.
Self-efficacy beliefs have been identified as associated with students’ academic performance. The present research assessed the relationship between two new self-efficacy scales (self-efficacy in reading [SER] and self-efficacy in writing [SEW]) and students’ writing performance on a piece of assessed written coursework. Using data from first and second year undergraduate psychology students at a UK university (N?=?145), the results showed that both SER and SEW were related to actual writing performance. Overall the results support the importance of the concept of self-efficacy in relation to student performance. We discuss the relevance of self-efficacy on students’ perceptions and self-regulations. 相似文献
6.
Papadopoulos Timothy C. Spanoudis George C. Chatzoudi Dialechti 《Reading and writing》2020,33(4):1075-1104
Reading and Writing - The purpose of this longitudinal study was to examine whether young learners of varying reading and spelling performance, identified in Grade 2, can be distinguished... 相似文献
7.
Path analysis was used to test the influence of writing self-efficacy, writing apprehension, and writing aptitude on the essay-writing performance of 181 ninth-grade students. A model that also included gender accounted for 53% of the variance in performance. As hypothesized, both aptitude and students' self-efficacy beliefs had strong direct effects on performance. Aptitude also had a strong direct effect on self-efficacy, which largely mediated the indirect effect of aptitude on performance. Self-efficacy had a strong direct effect on apprehension, which, in turn, had a modest effect on performance. Girls and boys did not differ in aptitude or performance, but girls reported lower writing self-efficacy. Native English-speaking Hispanic students had lower aptitude and performance scores, lower self-efficacy, and higher apprehension. Results support the hypothesized role of self-efficacy in Bandura's (1986) social cognitive theory. © 1996 John Wiley & Sons, Inc. 相似文献
8.
The main objective of the present study was to examine the contribution of phonological and orthographic skills to Persian
reading and spelling. The Persian language is of interest because it has very consistent grapheme-to-phoneme correspondences,
but somewhat inconsistent phoneme-to-grapheme correspondences. Reading, spelling, phonological, and orthographic skills were
tested in a sample of 109 monolingual Persian students (mean age = 8;1, SD = 4 mo) attending Grade 2 in Iran. The results
showed that although monolingual Persian children relied both on phonological and orthographic skills, phonological skills
were a strong predictor for both reading and spelling. Another objective of the study was to compare children’s spelling performance
in terms of phoneme-to-grapheme (PG) consistencies. As expected, children spelled PG-consistent words more accurately than
PG-inconsistent words. Moreover, they relied more on orthographic skills for spelling PG-inconsistent words than for spelling
PG-consistent words. The results are discussed in terms of the differential effect of orthographic consistency on reading
and spelling. 相似文献
9.
Rob Klassen 《Educational Psychology Review》2002,14(2):173-203
This review examines and summarizes 16 research studies examining the writing self-efficacy beliefs of 6th- to 10th-grade students. In the majority of the studies, self-efficacy was found to play a primary role in predicting student writing performance. Students with learning disabilities were found to over-estimate their ability to complete specific writing tasks. Several studies found gender differences, with boys rating their confidence higher than girls, although actual performance did not differ. Grade-level differences in perceived efficacy for writing were found in some studies, but not in others. Most studies emphasized that those working with young adolescents need to be aware of the importance of self-efficacy and other motivational beliefs in conjunction with academic functioning. Difficulties with specificity of self-efficacy measures, and with correspondence between measure and criterial task were found in several studies. The article concludes with suggestions for future self-efficacy research. 相似文献
10.
Marja‐Kristiina Lerkkanen Helena Rasku‐Puttonen Kaisa Aunola Jari‐Erik Nurmi 《教育心理学》2004,24(6):793-810
The aim of the study was to investigate prospective relationships between reading and writing performance during the first grade of primary school. The data was collected from 83 Finnish‐speaking children who were examined four times on reading, spelling, and productive writing skills during the first grade. At the beginning of the school year, they were also tested on initial reading skill. The results showed that reading and spelling manifested a reciprocal relationship during the first semester: reading performance increased subsequent spelling proficiency, and spelling skills enhanced subsequent reading. Later on, however, reading predicted spelling in a less reciprocal association. In turn, productivity of writing predicted subsequent reading performance during the first grade although the reverse was not true. The results suggest that it may be important to emphasize the support which compositional writing may offer to the development of reading. 相似文献
11.
Reading and Writing - Children who struggle with writing are a heterogeneous group and may experience difficulties in a range of domains, including spelling, reading, and oral language. These... 相似文献
12.
This study used a multiple-probe design across three participants to test the effectiveness of a handwriting intervention for fifth graders (age 10–11) displaying less handwriting fluency than their peers, but without spelling disorders. The 5-h handwriting intervention provided students with explicit instruction and intensive practice in writing cursive letters, words, and sentences, through fast-paced alphabet and copying activities. Intervention effects were examined on handwriting fluency, written composition (i.e., text length, clause extension, and story elements), and self-efficacy beliefs. Results showed that the handwriting intervention was highly effective in increasing students’ handwriting fluency. There were also improvements in written composition in terms of clause extension and number of story elements. After the intervention, students also reported strengthened self-efficacy beliefs for grammar and usage skills. Overall, this study showed that handwriting interventions can effectively help students with limited handwriting skills to become fluent handwriters. Critically, findings are in line with the proposition that achieving handwriting fluency is important to support the development of writing. 相似文献
13.
14.
This study tested a model in which beliefs about writing, writing self-efficacy, and writing apprehension predict writing performance. The Beliefs About Writing Survey, the Writing Self-Efficacy Index, and the modified Writing Apprehension Test were administered to 738 undergraduates to predict their grade on a class paper. In a hierarchical regression, beliefs about writing predicted variance in writing scores beyond that accounted for by writing self-efficacy and apprehension. Audience Orientation, a new belief associated with expert practice, was the strongest positive predictor of the students' grade. Transmission, a belief in relying on material published by authorities, was the leading negative predictor. Writing self-efficacy predicted performance, albeit modestly. The traditional measure of writing apprehension (anxiety about being critiqued) was not significant, but Apprehension About Grammar, a new construct, significantly and negatively predicted performance. These results support the possibility that beliefs about writing could be a leverage point for teaching students to write. 相似文献
15.
Zarić Jelena Hasselhorn Marcus Nagler Telse 《European Journal of Psychology of Education - EJPE》2021,36(1):21-43
It is widely accepted that general intelligence and phonological awareness contribute to children’s acquisition of reading and spelling skills. A further candidate in this regard is orthographic knowledge (i.e., the knowledge about permissible letter patterns). It consists of two components, word-specific (i.e., the knowledge of the spelling of specific words) and general orthographic knowledge (i.e., the knowledge about legal letter patterns of a writing system). Among German students, previous studies have shown that word-specific orthographic knowledge contributes to both reading and spelling. The results regarding general orthographic knowledge and its contribution to reading and spelling are inconsistent. The major goal of the present study was to determine the incremental predictive value of orthographic knowledge for reading and spelling skills among German elementary-school children (N = 66), over and above the contribution of general intelligence and phonological awareness. The second goal was to examine whether there is a difference between the two subtypes of orthographic knowledge in the amount of their respective contribution to reading and spelling performance. The results show that word-specific as well as general orthographic knowledge contribute to both reading and spelling performance, over and above intelligence and phonological awareness. Furthermore, it reveals that both word-specific and general orthographic knowledge explain more variance of spelling compared to reading. Possible explanations for these results, limitations, and implications of the study are being discussed.
相似文献16.
This study investigated the conceptions about writing and writing self-efficacy beliefs held by high school students in relation to the students’ gender as well as their associations with writing achievement. The results show that female students have more sophisticated writing conceptions than their male counterparts but no gender differences were found in writing self-efficacy beliefs. In addition, results reveal that writing self-efficacy beliefs and gender play an important role in predicting writing performance and that writing performance is moderated by students’ writing conceptions. Educational implications and further research are discussed. 相似文献
17.
Previous research has suggested potential advantages for a new type of item for measuring comprehension in reading and listening. The test items are called “chunked” and consist of groups of meaningfully related words in which certain groups have been changed in meaning from the original passage. A chunked type of test, designed to indicate information stored during reading, was developed and analyzed in two studies. The results of Study 1, indicated that the constructed test items were successful in differentiating between readers and nonreaders of the newly composed reading passages. “Using the results of Study I, test items were revised and two forms of a test were produced, complete with standardized instructions. The major purpose of Study 2 was to evaluate the extent to which the revised and standardization test could discriminate between a group of individuals who took the test in its standard form and another group which was given the same amount of time to work on the test items but was not given the benefit of reading the passages. The major result in Study 2 was that individuals who had not read the passages experienced a 75% decrement in their performance on Form A of the Chunked Reading Test as compared to individuals who had read the passages, and for Form B, nonreaders experienced a 78% decrement. From these re- sults, it was concluded that the Chunked Reading Test is a valid test of information storage during reading in terms of its utility in measuring the differences in information stored between readers and nonreaders of passages, and that it offers many advantages over the traditional standardized reading tests. 相似文献
18.
Kathryn Elizabeth Bojczyk Heather Rogers Haverback Hye K. Pae 《Early Childhood Education Journal》2018,46(2):169-178
The aim of this study was to examine the relationships between mothers’ self-efficacy beliefs, their preschool children’s home learning environments, and literacy skills. A sample of 112 mother–child dyads was recruited from Head Start centers in rural and urban communities. The measures included maternal self-efficacy and maternal perceptions of child’s readiness to read as well as the Stipek Home Learning Activities (SHLA) scale, Home-Learning Environment Profile (HLEP), and the Stony Brook Family Reading Survey (SBFRS). Modeling path analysis was performed. Model fit indices indicated that the resulting model was a good fit for the data. Concerning the direct effects of maternal self-efficacy on home learning environment, positive significant effects for the SHLA measure as well as the HLEP were found. However, no direct effect was found with regard to maternal self-efficacy on SBFRS indicating evidence for the domain specificity of efficacy beliefs. Implications of the study include findings that higher maternal self-efficacy is related to creating a more positive home learning environment. Additionally, higher maternal perceptions of child readiness to read mediates the relationships between higher maternal self-efficacy and a more positive home literacy environment. Moreover, these findings highlight the link between home learning environment and children’s receptive vocabulary skills. 相似文献
19.
Heather M. Kelley Kamau Oginga Siwatu Jeremy R. Tost James Martinez 《Educational Psychology in Practice》2015,31(3):293-313
Grounded in the theoretical frameworks of constructivism and social cognitive theory, this study examined utilising culturally responsive pedagogy through a Latino themed reading task with the intention of increasing reading achievement and reading self-efficacy beliefs for culturally and linguistically diverse students. The research was conducted in an urban middle school in the south-western United States with 43 seventh grade students whose age ranged from 12 to 13 years. The majority of participants in this study reported to be Hispanic or multiracial with Hispanic origins. This study’s findings added to the existing knowledge base regarding the effectiveness of culturally responsive teaching practices. More specifically, culturally responsive pedagogy was utilised in the form of a reading task to examine its influence on students’ recall and reading comprehension performance. Furthermore, the findings of this study suggest that a culturally familiar reading task may increase reading self-efficacy beliefs. Implications for primary and secondary teachers, administrators, parents, and students pertain to the importance of utilising culturally responsive pedagogy as a teaching method to increase reading achievement and reading self-efficacy for culturally and linguistically diverse students. 相似文献
20.
Detlef H. Rost 《Journal of Research in Reading》1989,12(2):87-113
Research on the complexity of reading comprehension is highly controversial. In spite of the evidence for a holistic reading comprehension of skilled readers, reading specialists and teachers argue that early reading comprehension is composed of different separate subskills. To investigate this, 38 German reading tests (covering many different aspects of reading comprehension), one spelling test and one speed-of-information-processing test were administered to 220 German second graders (114 girls, 106 boys). The frequency distribution of the 780 correlation coefficients indicated a very homogeneous structure. Taking into account critical points in the design of dimension analytical studies, a principal component analysis (principal axis extraction) led to only one broad general reading comprehension component, accounting for 61% of the total variance (56% for girls, 65% for boys). Reading comprehension of early readers thus appears to be holistic, closely related to general intelligence and verbal problem solving. 相似文献