ement and self-esteem in her evaluation of a practicum which attempted to improve the low reading achievement of Chapter One students in a low socioeconomic fifth-grade classroom. Strategies used to improve reading achievement were self-esteem building techniques.
In addition to the self-esteem building exercises, instructional strategies also emphasized thinking skills. Hershfield (1991) stated that evaluative data showed that the program significantly increased reading achievement in many but not all of the students.
Another study indicative of a relationship between self-esteem and reading achievement was conducted by Nadler (1989) who evaluated a literature-based reading program designed to improve the reading comprehension skills of 14 students in a Chapter One pre-first grade class. Instead of using a basal reader for instruction, the students were exposed to trade or literature books. Dependent measures of reading achievement (both pre- and posttested) were recognition of a sight vocabulary, recognition of the letters of the alphabet, and recognition of family rhyming words.
According to Nadler (1989) results evidenced a marked improvement in reading comprehension; however, there was also improvement in student self-esteem. Nadler attributed self-esteem improvement to students' successes at reading.
Revicki (1982) investigated the relationship between self concept and academic achievement using a two-wave, two-variable, multiple-indicator design. The Self Observation Scales (SOS) and Stanford Achievement Test (SAT) were used to measure self concept and academic achievement, respectively.
Subjects in the study were second grade students and their families. Family socioeconomic status information was collected during semi-structured home interviews. Family environment information was collected in the same manner. LISREL was used for covariance structural analysis.
Findings of study evidenced a positive...