A study of the relationships among self-concept, reading attitude and reading comprehension in second grade readers

Courtenay-Brown, Leslie E. (1992) A study of the relationships among self-concept, reading attitude and reading comprehension in second grade readers. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (19MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

This study investigated the relationships among the affective variables of self-concept and reading attitude, and reading achievement in grade two children. Whether gender had any significant effect on these variables was also considered. Strong relationships among these variables would suggest the need for primary teachers to consider the affective needs of their students in their reading programs in order to promote maximum reading achievement. -- Scores obtained from 30 randomly chosen grade two boys and 30 randomly chosen grade two girls on tests measuring self-concept, reading attitude and reading comprehension were correlated. As well, T- tests were performed to compute the influence of gender on self-concept, reading attitude and reading achievement. -- Significant relationships were found between parent relations' self-concept, reading self-concept, general school self-concept, total academic self-concept, and total self concept and reading attitudes, but not for peer relations' self-concept and total nonacademic self-concept and reading attitudes. Only the academic self-concepts (reading self-concept and total academic self-concept) were significantly related to reading comprehension. Reading attitude, however, was not significantly related to reading comprehension. Gender was found to have a significant influence only on reading self-concept and reading attitudes, with the boys having less positive ratings in these areas. -- The results of this study confirm the relationship between academic self-concepts and reading attitudes and imply the need for teachers to design their programs so that these affective behaviours are enhanced. Children with positive perceptions of a subject will be more motivated and put more effort into that subject, possibly leading to improved performance. -- A relationship between reading self-concept and reading comprehension was shown to exist. Although this study did not determine causality between the two, the implication is there to consider the children's self-concepts in the reading program. If children's self-concepts can be enhanced while they are being taught to read, perhaps higher achievement would result. Remedial teachers should also consider remediating self-concepts while remediating reading skills. -- The boys in this study were found to have less positive reading self-concepts and less favourable reading attitudes than the girls. This implies the need for teachers to pay particular attention to the boys in the classroom when designing activities that promote self-concept and attitude enhancement. Teachers should consider what they can do so that the boys find reading a more interesting and rewarding experience. -- In sum, this study supports the importance of affective behaviours in scholastic performance. It suggests that considering the affective needs of children in reading instruction may promote and sustain reading achievement.

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