Reading Self-Efficacy Predicts Word Reading But Not Comprehension in Both Girls and Boys.

ABSTRACT: The relationship between cognitive skills and reading has been well-established. However, the role of motivational factors such as self-efficacy in reading progress is less clear. In particular, it is not clear how self-efficacy relates to word level reading versus comprehension, and whether this differs in boys and girls. This study examines the relationship between self-efficacy, word reading and reading comprehension across the range of reading abilities after controlling for reading-related cognitive factors. One hundred and seventy nine children (86 males and 93 females) between 8 and 11 years old completed a self-report measure of reading self-efficacy together with measures of reading comprehension and word reading, working memory, auditory short-term memory, phonological awareness,

SUBMITTER: Carroll JM 

PROVIDER: S-EPMC5239817 | biostudies-literature | 2016

REPOSITORIES: biostudies-literature