The present study examined the relationships among grade level, students' reading achievement, teacher perceptions of student ability, and students' reading self-concept beliefs. Spearman correlations and independent samples t-tests were used to determine the relationships, if any, among these variables. Results revealed significant relationships between student and teacher perceptions of reading ability and students' actual reading achievement. A significant difference was also found between first and fifth grade students with respect to reading competency beliefs. Implications of the findings are discussed.
Library of Congress Subject Headings
Reading (Elementary)--United States--Evaluation; School children--United States--Attitudes; Self-perception; Academic achievement
Department, Program, or Center
Department of Psychology (CLA)
Diehl, Jessica M., "The Relation of elementary students’ academic self-concept of reading to grade level, achievement, and teacher perceptions" (2010). Thesis. Rochester Institute of Technology. Accessed from
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