Enhancing Reading Skills and Reading Self-Concept of Children with Reading Difficulties: Adopting a Dual Approach Intervention.
Year: 2014
Type: article
Abstract: This article describes the need for, and the structure and contents of, a reading program to help support children disadvantaged by reading difficulties.The program, delivered by trained and supported volunteers, lasts for 15 weeks.It uses a novel dual approach which aims to improve students' reading skills and simultaneously enhance their reading-related self-concepts.As there is scant literature available on how to implement such a program, this article aims to address that limitation by demonstrating to educators how such a dual approach to enhancing reading skills and reading self-concept can be operationalized.As noted in the 2013 report of the Organization for Economic Co-operation and Development (OECD; Thomson, De Bortoli, & Buckley, 2013), that evaluated the reading performance of teenagers from 65 countries, Australia is falling behind other industrialized countries in terms of the ever increasing gap in reading attainments between their most advantaged and disadvantaged children.Moreover, the Australian Curriculum, Assessment, and Reporting Authority (ACARA, 2010) report that reading difficulties affect up to 30% of Australian primary school children.Such a large percentage of children with reading difficulties constitutes a significant problem as the effects of reading failure are devastating for individual children, Australian society, and the international community.
Institution: Australian Catholic University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2123410926