Abstract
Abstract
Abstract
The process of change in students' self-efficacy has been well studied. This study examined the influence of four reading strategies (visualizing, summarizing, questioning and previewing) on self-efficacy of sixth grade bilingual students in an urban school setting in Massachusetts. Over a 12 week period, five students practiced the four strategies and reflected upon the effectiveness of the strategies before, during, and after reading. Students completed a Developmental Reading Assessment (DRA), the Qualitative Reading Inventory-3 (QRI-3), and the Benchmark Test, as well as the Reader Self-Perception Scale (RSPS) as pre-assessments and post-assessments. The results of the research showed some areas of self-efficacy increased after the implementation of the four reading strategies.