Exploring Reader Self-Perception Among Adolescents With Difficulties in Reading: Differences Between and Within Groups

• In Event: Critical Isses in Literacy Research 4

Abstract

Despite vast heterogeneity in terms of school-based experiences, disability, and cultural and linguistic background, adolescents with difficulties in reading are reported uniformly as disengaged from reading and lacking adequate motivation. This study sought to challenge these depictions by exploring reader self-perception among 6th graders (N = 57) struggling with reading. Students were administered the Reader Self-Perception Scale (RSPS; Henk & Melnick, 1995) at pre- and post-testing. Using initial cluster membership, we examined four subscales of the RSPS and oral reading fluency. Significant differences within and between clusters at post-testing on all variables suggest the susceptibility of students to change how they see themselves over time and highlight the misalignment for some students between self-perceived and actual progress on reading outcomes.

Authors

• Lindsey Chapman, University of Miami

• Mary Beth Calhoon, University of Miami

• Jennifer Lee Krawec, University of Miami