Nested Narratives: A Mixed-Method Case Study of Reading Self-Efficacy in Fourth Grade

• In Event: AERA Research in Progress Roundtable Session Two
  In Invited Roundtable: Research-in-Progress RT070 (Thursday)

Abstract

This mixed-method nested case study will investigate how fourth-grade students identified as “struggling” readers develop reading self-efficacy through classroom relationships and discourse. Grounded in Bandura’s Social Cognitive Theory, the study will investigate how teacher practices, peer interactions, and students’ own reflections influence their perceptions of reading ability. Data sources include the Reader Self-Perception Scale, semi-structured interviews with teachers and students, and participant observations during reading instruction. Anticipated findings suggest that supportive relationships and intentional instructional strategies foster confidence, motivation, and literate identity among low-achieving readers. By bridging cognitive and affective domains, this study may contribute to equity-focused literacy research and could advocate for inclusive practices that affirm student voice, promote academic resilience, and enhance reading engagement in elementary classrooms.

Author

• Amanda Vesner, The Ohio State University