Abstract
While computerized reading programs were found to enhance reading skills, less is known about their influence on reading self-concept (RSC). The current study aimed to examine short- and long-term effects of two versions of a computerized reading acceleration program (RAP) on reading skills and reading self-concept. One hundred thirty Hebrew-speaking second to third grade students completed 6 months of training with a computerized reading program. The results revealed significant short-term effects in both conditions for RSC. Furthermore, at the posttest, RSC of struggling readers was significantly higher in comparison to the RSC of second to third grade struggling readers from an age-matched normative sample that did not receive the reading training. Importantly, these gains remained evident 6 months after training was completed.
Highlights
During the past two decades, there has been a shift in research and in definitions toward a more multi-dimensional perspective on reading, which includes the contribution of reader’s characteristics and environmental factors that are thought to go beyond cognitive and linguistic processes (Bandura, 1986; Guthrie & Wigfield, 1999; Schunk, 1987; Sweet & Snow, 2002; Zimmerman, 2002)
The current study aimed to examine the short- and long-term effects of a computerized reading acceleration program (RAP) on reading skills and reading self-concept (RSC)
Summary and aims of the current study While computer-based instructional reading programs such as RAP were found to enhance reading skills among children with low reading skills and those at risk for reading disorders, less is known about their influence on RSC
Summary
During the past two decades, there has been a shift in research and in definitions toward a more multi-dimensional perspective on reading, which includes the contribution of reader’s characteristics and environmental factors that are thought to go beyond cognitive and linguistic processes (Bandura, 1986; Guthrie & Wigfield, 1999; Schunk, 1987; Sweet & Snow, 2002; Zimmerman, 2002). Situated within the realms of motivation is reading self-concept (RSC), a motivation-related construct found to facilitate reading achievements. The significant contribution of RSC to other aspects of reading was established in previous studies, even after controlling for underlying cognitive and linguistic processes (Conlon, Zimmer-Gembeck, Creed, & Tucker, 2006; Katzir, Lesaux, & Kim, 2009). Questions about the ability of reading interventions and reading training to change how struggling readers perceive their reading abilities have not received much attention in reading research. Such questions re-examine the interplay between cognitive and emotional factors in reading and essentially test whether cognition-based reading interventions and training can affect related emotional factors
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