ERIC Number: ED249468
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Self-Concept and Reading. Second Edition.
Quandt, Ivan; Selznick, Richard
Defining self-concept as all the perceptions individuals have of themselves, this booklet examines research-based thinking concerning the relationships that exist between reading and self-concept and describes practical applications of these relationships so that teachers can use them in the classroom to improve self-concepts as well as reading abilities. The booklet's first chapter defines good, poor, and reading self-concepts, and the second examines those aspects of self-concept development that have been established, such as the influence of significant others, age, counteractions, self-concept consistency, and the spiraling process. The third chapter explores two common types of measures, paper and pencil tests and informal observations, used to diagnose the various behaviors associated with self-concept. The fourth chapter outlines techniques for developing a classroom atmosphere conducive to developing positive self-concepts, and the last offers suggestions for improving children's self-concepts through the use of voluntary oral reading. An appendix lists several self-concept measures. (FL)
Descriptors: Classroom Environment, Elementary Education, Oral Reading, Reading Instruction, Reading Interests, Reading Material Selection, Reading Skills, Self Concept, Self Concept Measures, Self Esteem, Teacher Role, Teacher Student Relationship, Teaching Methods
International Reading Association, 800 Barksdale Rd., PO Box 8139, Newark, DE 19714 (IRA Book No. 841, $2.00 member, $3.00 nonmember).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: International Reading Association, Newark, DE.