Is There Hope for First Graders at the Lowest Percentiles? The Roles of Self-Efficacy, Task Avoidance, and Support in the Development of Reading Fluency.
Self-efficacious children are expected to be more task-focused in challenging achievement situations and consequently have better chances of overcoming learning difficulties than children who have lower self-efficacy. The present study investigates this presumption with Finnish-speaking first grader...
| Publicado en: | Learning Disability Quarterly Vol. 46; no. 2; pp. 120 - 134 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
May2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=163578493&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 163578493 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07319487 DYW jtl: Learning Disability Quarterly issn: 07319487 maglogo: Y pubinfo: dt: May2023 vid: 46 iid: 2 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 163578493 156240125 163578493 163578493 10.1177/07319487221086970 163578493 ppf: 120 ppct: 14 formats: tig: atl: Is There Hope for First Graders at the Lowest Percentiles? The Roles of Self-Efficacy, Task Avoidance, and Support in the Development of Reading Fluency. aug: au: Ronimus, Miia M. S. Tolvanen, Asko J. Ketonen, Ritva H. affil: Niilo Mäki Institute, Jyväskylä, Finland sug: subj: Self-Efficacy Avoidance (Psychology) Task Performance and Analysis Readability Dyslexia Video Games Methods Learning Methods Outcomes of Education Human Child Structural Equation Modeling Models, Theoretical Exploratory Research Finland Teachers Descriptive Statistics Comparative Studies Children with Disabilities Funding Source Child: 6-12 years ab: Self-efficacious children are expected to be more task-focused in challenging achievement situations and consequently have better chances of overcoming learning difficulties than children who have lower self-efficacy. The present study investigates this presumption with Finnish-speaking first graders struggling with reading acquisition (N = 285). The development of the children's reading fluency, self-efficacy, and task avoidance was followed from the middle of Grade 1 to the end of Grade 2, and a 6-week mobile game-based intervention was administered to those who exhibited the greatest risk for reading disabilities (≤ 5th percentile). Exploratory structural equation modeling was used to test the theoretical model. The results suggest that higher self-efficacy in the middle of Grade 1 predicted lower task avoidance and higher reading fluency at the end of Grade 1, but no support for the mediating role of task avoidance was found. The intervention benefited both self-efficacy and reading fluency. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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