The Use of Confidence Building Strategies and Self-Concept of Emergent Readers

Gina Bessing, State University of New York College at Brockport

Abstract

This research study explores how confidence building strategies impact students’ self-concept as readers. The purpose of this research was to discover strategies or teaching practices that may help students form a positive self-concept as readers. Data were collected over the course of four weeks using student interviews, field notes, transcribed audio recordings, and parent surveys. Data were analyzed for how often students discussed using reading strategies, made meaningful comprehension while reading wordless picture books, and how students rated their self-concept as readers. Results showed students were better equipped and more engaged in discussing use of reading strategies when explicitly taught. Students made deep meaningful comprehension while reading wordless picture books, and confidence building strategies did not necessarily impact students’ self-concept as readers.