Date of Award
Summer 2025
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Todd Lilly
Abstract
This action research study investigated the effects Science of Reading pedagogy and curriculum have on students’ reading self-efficacy within the setting of the elementary intervention classroom. The theoretical framework, Albert Bandura’s self-efficacy theory, guided the study’s research questions, review of literature, methodology, and data analysis. The conceptual framework of the Science of Reading theory and educational movement served as the primary source of design and implementation of the intervention. Students participated in pre-, mid-, and post intervention interviews which measured students’ perceptions about their reading self-efficacy throughout the intervention period. They also participated in weekly reading self-efficacy questionnaires, which provided further insight into their self-efficacy development. The qualitative research findings indicated student reading self-efficacy grew minimally throughout the intervention period. Mastery experiences served as the strongest and most frequent occurring source of self-efficacy for participants. Vicarious experiences and verbal persuasion served as barriers to student self-efficacy development. Students’ affective states were affected by the intervention material, causing development of negative feelings associated with Science of Reading content. Future research recommendations on Science of Reading’s effect on student self-efficacy are provided.
Rights
© 2025, Emily Marie Robinette
Recommended Citation
Robinette, E. M.(2025). Effects of Science of Reading Pedagogy on Student Self-Efficacy in the Elementary Intervention Classroom. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8368