The Relation of Beginning Readers' Reported Word Identification Strategies to Reading Achievement, Reading-Related Skills, and Academic Self-Perceptions

Examines beginning readers' reported word identification strategies for identifying unfamiliar words in text in relation to reading achievement, reading-related skills, and academic self-perceptions. Indicates that children who reported using word-based strategies showed superior reading and re...

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Bibliographic Details
Published in:Reading & writing 2002-06, Vol.15 (3-4), p.341-358
Main Authors: Tunmer, William E, Chapman, James W
Format: Article
Language:English
Subjects:
Academic Achievement
Beginning Reading
Beliefs
Children
Language teaching methods
Primary Education
Reading
Reading achievement
Reading acquisition
Reading Research
Reading Strategies
Self Concept
Word Recognition
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Summary:Examines beginning readers' reported word identification strategies for identifying unfamiliar words in text in relation to reading achievement, reading-related skills, and academic self-perceptions. Indicates that children who reported using word-based strategies showed superior reading and reading-related performance, and reported more positive self-efficacy beliefs in reading and more positive academic self-concepts than children who reported using text-based strategies. (SG)
ISSN:0922-4777
1573-0905
DOI:10.1023/a:1015219229515