READING DIFFICULTIES, READING-RELATED SELF-PERCEPTIONS, AND STRATEGIES FOR OVERCOMING NEGATIVE SELF-BELIEFS

By J. Chapman, W. Tunmer. 2003

240 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/6f2616e970692d817ee3030b90c9da85a5a96a78

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

The Impact of Explicit, Self-Regulatory Reading Comprehension Strategy Instruction on the Reading-Specific Self-Efficacy, Attributions, and Affect of Students with Reading Disabilities (2006, background): “Arguing that interventions based on this model have not realized their intended results, Chapman and Tunmer (2003) stated, “There is little evidence to support the idea that improving self-perceptions independently of academic tasks will directly lead to improved academic performance” (p. 17).”
Is There a Bidirectional Relationship between Children's Reading Skills and Reading Motivation? (2007, background): “Conversely, early declines in competency beliefs should precede declines in motivation and, later, less frequent reading practice (Bandura, 1977; Chapman & Tunmer, 2003; Dweck, 1986).”
Writing essays: does self-efficacy matter? The relationship between self-efficacy in reading and in writing and undergraduate students’ performance in essay writing (2012, background): “Moreover, performance in a task has been shown to be a key factor in the development of efficacy beliefs (Chapman & Tunmer, 2003 ; Williams & Williams, 2010 ).”
Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). (2019, background): “…while socioemotions related to reading (e.g., motivation, attitude, self-concept, and anxiety) have bidirectional relations with word reading, text reading fluency, and reading comprehension (Chapman & Tunmer, 2003; Katzir et al., 2018; Katzir, Lesaux, & Kim, 2009; Wigfield & Guthrie, 1997).”
The role of reading self-concept and home literacy practices in fourth grade reading comprehension (2009, background): “Thus, the way in which children appraise their reading capabilities is expected to relate to motivational aspects, such as interest and persistence in reading, which in turn relates to their reading achievement (Baker & Scher, 2002; Chapman & Tunmer, 1995; 2003; Jacobs et al., 2002).”
Family History, Self-Perceptions, Attitudes and Cognitive Abilities Are Associated with Early Adolescent Reading Skills. (2006, background): “More specifically, children’s reading self-perceptions form and develop in response to how well they master important reading skills and their experiences of ease or difficulty with reading material ( Chapman & Tunmer, 2003 ).”
First-Grade Students' Motivation and Achievement for Reading, Writing, and Spelling (2007, background): “The most thorough study of young children’s competence perceptions for reading thus far was conducted by Chapman and Tunmer (1995, 2003).”