The Relationship Between Self-efficacy and Reading Test Score Improvement in Elementary English Learners
Year: 2016
Type: article
Study design: Observational Study
Abstract: Despite funding from multiple sources, many upper elementary English Learners (ELs) in Minnesota struggle to reach grade level reading proficiency. This study examined the relationship between academic reading self-efficacy and improvement on two reading standardized tests taken annually at the school. Participants were 21 fourth and fifth grade intermediate or advanced ELs in a Midwestern town. Participants’ responses to a sixquestion Likert-style self-efficacy and reading survey were compared to two years’ worth of WIDA ACCESS and NWEA MAP reading data. Results indicated that students with lower reading proficiency had a greater standard deviation between their reading test score improvement and self-efficacy responses. Results also showed that increases in WIDA ACCESS reading scores positively correlated with self-efficacy responses, but NWEA Map reading scores negatively correlated with self-efficacy responses.
Author: Daniel Patrick Sefkow
Institution: Hamline University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2559181472