A study into the link between self-esteem and reading ability
My belief is that pupils that have higher self-esteem in terms of their reading ability will demonstrate a greater improvement in their reading ages.
The ‘big’ questions for my research are:
1. Has the ‘reading for pleasure’ scheme had a positive impact on the student’s self- esteem as readers?
2. Would the students identify themselves as readers?
3. Have we improved outcomes for students in terms of reading age and how does this link to identity and self-reported self-esteem as a reader?
4. Improvements, or otherwise, in reading ages form part of my data collection but my real interest is in whether these timetabled sessions are having a positive impact on the student’s perceptions of themselves as readers (thought about in terms of their self-esteem and identities as readers). Self-esteem is defined in this study using the Assessment and Reform Group’s definition ‘how one values oneself as a person and a learner’ (Assessment and Reform Group, 2002, p5) and, in terms of reading, is viewed as being related to the extent to which they think of themselves as readers; their identity as readers.
Sector : Mainstream
Phase : Secondary
Approximate number on roll : 600-1000
Region : East Midlands
Name of person submitting information : Louise Briers
Role of person submitting information : Inclusion Leader
If other please state job role : Embedding Literacy Leader
Additional contextual information (optional) : The Communications faculty has been working hard in recent years to embed a ‘reading for pleasure’ scheme into the school curriculum. We want our students to be readers and to enjoy reading. Reading for pleasure includes a fortnightly ‘session delivered during English lesson time. The aim of the session is to encourage good reading habits that will in turn promote a love of literature within a comfortable environment. These sessions are for pupils in key stage 3. Year 7 students follow the individualised Accelerated Reader/STARS reading programme. Year 8 and 9 students ‘graduate’ to class readers on the kindles. Students choose books that are at a level indicated by their STARS reading test results. Students are required to read independently but may also read 1:1 with the teacher, TA or librarian. Children may therefore be engaged in multiple reading-related interventions, depending on their perceived needs.