ERIC Number: ED071064
Record Type: RIE
Publication Date: 1973
Reference Count: 0
Self-Concept and Reading.
Although students who feel good about themselves and their abilities are the ones who are most likely to succeed, there is little in reading materials today that would make a student feel good about himself. The emphasis given to reading skills, sequence, and objectives has forced self-concept into the background. Thus, this paper explores the relationships that exist between reading and self-concept and describes practical applications of this relationship so that an elementary teacher can use them in the classroom to improve self-concepts as well as reading abilities. To build better reading self-concepts, it is suggested that teachers minimize the difference between reading groups. Of equal importance are the students' feelings of acceptability to their teacher, which can be accomplished through a sharing of interests and a classroom atmosphere conducive to favorable self-images. These positive self-concepts can then be extended into the home through group meetings with parents or school-home cooperative programs. Above all, teachers should recognize that success or acceptance are products not of a set of materials or of a program or classroom organization, but of the teacher. (HS)
Descriptors: Academic Achievement, Classroom Environment, Elementary School Teachers, Reading, Reading Instruction, Reading Materials, Self Concept, Self Concept Measures, Student Teacher Relationship, Teacher Influence, Teacher Role
International Reading Association, 6 Tyre Avenue, Newark, Del. 19711 ($1.50 non-member, $1.00 member)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: International Reading Association, Newark, DE.; Indiana Univ., Bloomington. ERIC Clearinghouse on Reading.