Self-efficacy and interest in the use of reading strategies

Matthew T. McCrudden, Peggy G. Perkins, Le Ann G. Putney

Research output: Contribution to journalArticle

7 Scopus citations

Abstract

End-of-year marks and achievement test results in intermediate grade math and reading were linked to high-stakes test results at the secondary level. The results suggest that analysis of marks and test scores would alert educators to students who may be at-risk. This study is an example of the scientific approach to school improvement advocated by the No Child Left Behind Act. The discussion included professional development needed by teachers, principals, and school psychologists in order to make a research-based realignment of the curriculum and adjustments to the instructional program.

Original languageEnglish (US)
Pages (from-to)119-131
Number of pages13
JournalJournal of Research in Childhood Education
Volume20
Issue number2
DOIs
StatePublished - Dec 2005

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All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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