NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1237152
Record Type: Journal
Publication Date: 2017
Pages: 46
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0827-3383
EISSN: N/A
Relationships between Reading Motivation, Reading Activity, Oral Language, and Reading Achievement in Children with Attention-Deficit/Hyperactivity Disorder
Shen, Mei; Troia, Gary A.
International Journal of Special Education, v32 n1 p134-179 2017
Fifteen third and fourth graders with attention-deficit/hyperactivity disorder were asked to complete reading self-efficacy and reading activity scales and standardized tests of oral and written language to examine the relationships between reading self-efficacy, reading activity, oral language, and reading achievement, with gender and age controlled. Students with higher self-efficacy for personally relevant reading activities displayed higher reading achievement, whereas those who held higher self-efficacy for fundamental reading skills displayed lower reading achievement, suggesting inflated perceived competence possibly due to meta-cognitive deficits. Students' reading performance decreased with age, suggesting the presence of Matthew effects. Fourth graders displayed higher task self-efficacy than third graders. Reading activity, oral language, and gender did not contribute significantly to predicting reading achievement in this sample of children.
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 3; Primary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Individual Achievement Test
Grant or Contract Numbers: N/A