Decoding and Self-Assessment Intervention with Persistently Struggling Readers: Impacts on Reading, Self-Efficacy and Transfer on Spelling

Abstract

Previous studies conducted amongst persistently struggling readers in secondary schools mainly focused on reading comprehension. However, these students still encounter decoding troubles. Moreover, they suffer from a low self-efficacy because they have been failing for several years. Providing support on decoding and trying to improve their self-efficacy through a self-assessment procedure may be determinant for them. The present study aims to demonstrate the effectiveness of decoding and self-assessment strategies intervention (i) on reading skills and (ii) on self-efficacy beliefs, in contrasting a student-guided self-assessment with a teacher-guided self-assessment and (iii) on spelling skills.