Date of Conferral
6-12-2024
Date of Award
June 2024
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Melissa McCart
Abstract
Students with disabilities (SWD) often display lower self-efficacy and have a more negative attitude toward reading compared to typically developing peers. Little research has been conducted to measure the relationship between reading self-efficacy and reading achievement of SWD. The purpose of this study was to investigate if reading self-efficacy predicts reading achievement for SWD. Bandura’s theory of self-efficacy guided the research question to evaluate the relationship between reading self-efficacy and reading achievement for SWD. In the present quantitative study, a linear regression analysis was used to assess the predictive relationship between SWDs’ reading self-efficacy, as measured by the Readers’ Self-Perception Scale, and their reading achievement, measured by the Star reading assessment. Findings indicated no significant relationship between reading self-efficacy and reading achievement for participants. Despite the absence of a relationship, the findings from the study may still contribute to positive social change for SWD and help educators make informed educational decisions about reading instruction for SWD.
Recommended Citation
Maine, Jessica, "Relationship Between Self-Efficacy and Reading Achievement Among Students with Disabilities" (2024). Walden Dissertations and Doctoral Studies. 15927.
https://scholarworks.waldenu.edu/dissertations/15927
