Struggling to strategic high school readers: The effects of attribution, self -efficacy, and cognitive reading strategy training on at -risk high school students

David R Stith, Purdue University

Abstract

The purpose of the study I conducted was to examine the effects of an intervention that combined cognitive strategy training, self-efficacy training, and attribution training as integral parts of a secondary reading curriculum on the reading level, self-efficacy, attribution tendencies, and the use of cognitive reading strategies of all participants. I hypothesized that low self-efficacy and improper attribution of success and failure were critical factors causing these students to refuse to try. If my intervention had a positive effect, it could be incorporated into my curriculum permanently and could be used by others. Reviewing the literature on self-efficacy and attribution theory led me to believe these factors might be changed and thus the students' achievement motivation and levels of success might be changed. I designed a research study around three research questions: (1) What is the effect of the year-long intervention on the reader's ability to choose appropriate reading strategies, use said strategies effectively, and evaluate their own strategy use? (2) What is the effect of the year-long intervention on the reader's reading ability? (3) What is the effect of the year-long intervention on the reader's perceived self-efficacy, attribution tendencies and beliefs, and confidence in using cognitive reading strategies? Self-Efficacy Theory, Attribution Theory, and Cognitive Reading Strategy Theory were the theoretical frameworks for the study. I used a pragmatic design because I felt I should use the measurement tools that seemed most appropriate to find answers to my questions. I collected quantitative data to determine any effects the intervention had on standardized test scores and reading ability. The only significant results revealed by statistical analysis (SPSS) that could not be explained by outside factors occurred on the Reading Questionnaire. Survey data was collected to detect changes in attitudes and opinions about reading, self-efficacy, attributions, and reading strategies. Percentage comparison and comparative analysis to responses on open-ended questions revealed marked increases in all four areas. Interviews of key informants were analyzed and presented in narrative form to create a picture of the lived experiences of the participants and strongly supported the survey findings. Implications for educators and future research are discussed.

Degree

Ph.D.

Advisors

Phillion, Purdue University.

Subject Area

Literacy|Reading instruction|Secondary education

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