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

Autor/inn/en	Ronimus, Miia M. S.; Tolvanen, Asko J.; Ketonen, Ritva H.
Titel	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
Quelle	In: Learning Disability Quarterly, 46 (2023) 2, S.120-133 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ronimus, Miia M. S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/07319487221086970
Schlagwörter	Self Efficacy; At Risk Students; Grade 1; Elementary School Students; Grade 2; Reading Fluency; Student Behavior; Telecommunications; Handheld Devices; Educational Games; Learning Disabilities; Reading Achievement; Dyslexia; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Student behaviour; Schülerverhalten; Telekommunikationstechnik; Educational game; Lernspiel; Learning handicap; Lernbehinderung; Leseleistung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Ausland; Finnland
Abstract	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 ([less than or equal to] 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01