Current reading assessments put emphasis in the five components of reading competency, neglecting the self-efficacy needs of students. When students struggle with one of or all five components of reading competency, they could have negative feelings about themselves as a reader. This article offers teachers an effective user friendly assessment…

Presents research indicating that peer tutoring resulted in reading achievement gains for both the tutors and tutees, but tests of self concept gains were not significant. (RB)

Sees a strong relationship between the quality of a child's self-concept and reading achievement. Suggests ways in which parents and teachers can enhance children's self-images, thus facilitating reading improvement. (RL)

Provides several lists of effective teachers' characteristics. Urges that reading teachers keep these characteristics in mind to improve the learning environment and thus help students become better readers. (RL)

Shows that strategies designed to help students identify their personal values improved students' self-concepts and reading achievements. (RL)

Concludes that the Nelson-Denny Reading Test (NDRT) provides valid predictions of student academic aptitude and is a reliable measure of reading attitude. Finds no significant correlation between the NDRT and student self-concept. (FL)

Reports that students in a college reading efficiency course who had high self-images read significantly faster than those with low self-images, that students with initially high self-images did not maintain those images, that males had higher self-images and read faster than did females, and that there were negative relationships between speed…

Reports a study designed to determine whether there was a difference in the reading achievement of Mexican-American elementary school migrant children with differing levels of self-concept. (FL)

Indicates that a child's self-esteem is not significantly related to reading gains in individual remedial reading instruction. (FL)

Finds first-grade boys whose teachers believed that boys are as successful as girls in beginning literacy scored approximately the same as girls on the Stanford Achievement Test, while first-grade boys whose teachers believed that boys are less successful than girls scored considerably lower than girls. Discusses how teachers' expectations or…