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ERIC Number: ED071019
Record Type: RIE
Publication Date: 1971
Pages: 131
Abstractor: N/A
Reference Count: N/A
Relationships among Reading Self-Concept, First Grade Reading Achievement, and Behaviors Indicating Successes in Reading.
Quandt, Ivan James
Devoted to the affective dimensions of learning to read, this study examined (1) the relationship between reading self-concept at the beginning of first grade and measured reading achievement at the middle of first grade, and (2) the relationships between change in first grade reading self-concept and patterns of observed successes in reading. In the first phase of this study a reading self-concept instrument was developed and administered to the children with the results being correlated with reading achievement scores after one semester. The second phase was a study of the relationship between observed behaviors indicating successes in reading and changes in reading self-concept. After being computed, the self-concept scores were used to divide the subjects into three groups--those whose self-concept (1) changed positively, (2) changed negatively, or (3) remained unchanged. While no trends toward increase or decrease of successes in reading could be observed which differentiated any of the reading self-concept change groups from any of the others, several indications were found that subjects whose reading self-concept negatively experienced fewer successes in reading. (Author/HS)
University Microfilms, A Xerox Company, Dissertation Copies, Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 72-6679, MFilm $4.00, Xerography $10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, Indiana University