A1 Journal article (refereed)
Is There Hope for First Graders at the Lowest Percentiles? : The Roles of Self-Efficacy, Task Avoidance, and Support in the Development of Reading Fluency (2023)

Ronimus, M. M. S., Tolvanen, A. J., & Ketonen, R. H. (2023). Is There Hope for First Graders at the Lowest Percentiles? : The Roles of Self-Efficacy, Task Avoidance, and Support in the Development of Reading Fluency. Learning Disability Quarterly, 46(2), 120-133. https://doi.org/10.1177/07319487221086970

JYU authors or editors

Publication details

All authors or editors: Ronimus, Miia M. S.; Tolvanen, Asko J.; Ketonen, Ritva H.

Journal or series: Learning Disability Quarterly

ISSN: 0731-9487

eISSN: 2168-376X

Publication year: 2023

Publication date: 10/04/2022

Volume: 46

Issue number: 2

Pages range: 120-133

Publisher: SAGE Publications

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1177/07319487221086970

Publication open access: Not open

Publication channel open access: 

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/82343

Abstract

Self-efficacious children are expected to be more task-focused in challenging achievement situations and consequently have better chances of overcoming learning difficulties than children who have lower self-efficacy. The present study investigates this presumption with Finnish-speaking first graders struggling with reading acquisition (N = 285). The development of the children’s reading fluency, self-efficacy, and task avoidance was followed from the middle of Grade 1 to the end of Grade 2, and a 6-week mobile game-based intervention was administered to those who exhibited the greatest risk for reading disabilities (≤ 5th percentile). Exploratory structural equation modeling was used to test the theoretical model. The results suggest that higher self-efficacy in the middle of Grade 1 predicted lower task avoidance and higher reading fluency at the end of Grade 1, but no support for the mediating role of task avoidance was found. The intervention benefited both self-efficacy and reading fluency.

Keywords: lower comprehensive school pupils; reading; fluency; self-efficacy; reading disorders; educational games; intervention study

Free keywords: self-efficacy; reading fluency; reading difficulties; task avoidance; intervention; mobile game-based learning

Contributing organizations

Ministry reporting: Yes

VIRTA submission year: 2022

JUFO rating: 2