Abstract/Details

Self-perceptions of elementary school children with word -level reading problems


2003 2003

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Abstract (summary)

This study examined the learning profiles of a group of fifth- and sixth-grade students in New York City to investigate the effects of early and appropriate interventions and supports on the self-perceptions of children who struggled to read. The longitudinal, descriptive study followed 25 children, about half of whom were low scoring on a kindergarten reading skills screen, for 7 years.

Qualitative data emerged from student interviews, student questionnaires, anecdotal observations, and participation in an optional academic enrichment program offered by the school. Quantitative data included group means from test results on 3 different instruments: Early Reading Screening (ERS; Uhry, 1993), Gates-MacGinitie Reading tests (Salvia & Ysseldyke, 1988), and Educational Records Bureau (ERB; CTP III, 1995). A case study of a learning disabled student was embedded within the larger study as an illustrative and slightly more detailed example of the issues being addressed.

Three hypotheses were generated from the data that emerged about this group: (1) Bright students whose disabilities or weaknesses are identified early and who are provided with appropriate services and supports will discover and use strategies to progress academically; (2) Bright students who struggle to learn to read, despite early and appropriate academic supports, develop negative self-perceptions that affect their feelings about themselves as students and the motivation needed for success later on; and (3) Relationships with peers and family influence and are affected by the lower self-perceptions of bright students who have struggled with reading acquisition.

This study concluded that while the academic progress of those children initially identified to be at risk for reading success increased impressively, in some cases nearly eliminating the gaps between them and their normally achieving classmates, their self-perceptions remained low. Despite academic supports and interventions, these children continued, even years later, to view themselves as weak, inferior students.

Indexing (details)


Subject
Curricula;
Teaching;
Special education
Classification
0727: Curricula
0727: Teaching
0529: Special education
Identifier / keyword
Education; Elementary school children; Reading problems; Self-perceptions; Word-level reading problems
Title
Self-perceptions of elementary school children with word -level reading problems
Author
Marr, Ann Whipple
Number of pages
158
Publication year
2003
Degree date
2003
School code
0072
Source
DAI-A 64/03, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
Advisor
Uhry, Joanna K.
University/institution
Fordham University
University location
United States -- New York
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3084912
ProQuest document ID
305326154
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305326154
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