School Dropouts & Reading Problems Reitzammer (1991) has noted that chi

If there is a relationship between reading achievement and self-esteem, then it seems reasonable to suggest that strategies which improve self-esteem should also improve reading achievement. This suggestion was investigated in a study conducted by Coakley (1993) which was designed to improve the general academic achievement and reading achievement of 35 third- and fourth-grade underachievers through strategies that were developed to improve their self-esteem.

Objectives of the investigated program included focusing on self-concept and learning skills reinforcement; the major goal was to increase both academic performance and student motivation. Program sessions focused on self-esteem enhancement strategies, study skills, and time-management techniques. Small group sessions focused on reinforcing students' knowledge of math and reading concepts. Teachers and school staff were instructe

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8-month period, divided into five phases. The individualized instructional procedures remained systematic with the Reading Recovery Program's daily lesson format. Some results fell below numerical expectation, but students' ability to use appropriate reading strategies far exceeded overall expectations. Moreover, students' self-esteem also improved when provided with an instructional format which met their particular needs. On the other hand, Hocko (1992) examined whether self-esteem had a positive significant effect on reading achievement with disappointing results. Subjects in the study were 117 fourth-grade students attending school in a middle class suburban setting. Self-esteem was measured using the Piers-Harris Children's Self-Concept Scale and reading achievement was assessed using the California Achievement Test-Total Reading battery. Correlational analyses conducted on the two measures evidenced a positive (although not significant) effect. Hocko stated that the finding indicates that it may not be wise for educators to attempt to improve reading achievement by selecting self-esteem/self-concept strategies. Non-significant findings were also observed in a study conducted by Gold and Johnson (1981) who assessed
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Approximate Word count = 2047
Approximate Pages = 8 (250 words per page)