Self-Efficacy and Interest in the Use of Reading Strategies

Abstract

We examined the influence of reading strategy instruction on self-efficacy, interest, and comprehension by 4th-graders from at-risk environments. Previous research indicates that reading strategy instruction can improve reading comprehension; however, few studies have examined the link between strategy instruction and self-efficacy and interest in using reading strategies. Students participated in reading strategy instruction and activities over a two-week period. We measured self-efficacy, interest, and comprehension before and after the strategy instruction. As predicted, self-efficacy and interest increased while comprehension remained stable. Results suggest that explicit strategy instruction and practice can be integrated with existing classroom curriculum and can influence student motivation in a relatively short period of time. Suggestions are provided for strategy instruction.