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Reading Self-Efficacy and Behaviour Profiles of Beginning Readers and the Relationship with Literacy Development

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Title: Reading Self-Efficacy and Behaviour Profiles of Beginning Readers and the Relationship with Literacy Development
Language: English
Authors: Alison W. Arrow (ORCID 0000-0002-6501-7781), Amanda Denston (ORCID 0000-0001-7209-9917), Jinjing Fang (ORCID 0000-0002-1132-1673), James Chapman (ORCID 0000-0002-3290-9281)
Source: Journal of Research in Reading. 2026 49(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 25
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Reading Skills, Self Efficacy, Beginning Reading, Emergent Literacy, Young Children, Foreign Countries, Phonological Awareness, Spelling, Word Recognition, Accuracy, Reading Comprehension, Longitudinal Studies
Geographic Terms: New Zealand
DOI: 10.1111/1467-9817.70015
ISSN: 0141-0423
1467-9817
Abstract: Background: Children who experience difficulties developing early literacy skills have been of major concern because of the broader effect on subsequent literacy development. Addressing the needs of learners also requires understanding distal variables that influence the development of early literacy skills. Two distal variables implicated in developing literacy skills include reading self-efficacy and behaviour. Method: The current paper explored the relationship between early literacy skills, reading self-efficacy (RSE) and behaviour in a sample of 5-year-old beginning readers in Aotearoa New Zealand. Children's early literacy skills (phonological awareness, spelling, word recognition, reading accuracy and reading comprehension), reading self-efficacy and behaviour (teacher-reported) were measured across five time points as part of a larger longitudinal study. Results: Analyses revealed an association between reading self-efficacy and behaviour through the finding of two profiles of learners, one with high RSE and positive behaviour, and a smaller group (20% of the sample) with low RSE and behavioural difficulties. When examining the development of the early literacy skills of the two profile groups, differences were evident at school entry and continued for another 2 years, but there was no evidence of a Matthew effect. Conclusion: Findings suggest that reading self-efficacy and behaviour can be measured in children in the first year of school to inform profiles of learners. These profiles were related to literacy learning. Differences in literacy outcomes for the learner profiles were evident at school entry and continued through the first 3 years of school.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497637
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Reading Self-Efficacy and Behaviour Profiles of Beginning Readers and the Relationship with Literacy Development
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  Data: <searchLink fieldCode="AR" term="%22Alison+W%2E+Arrow%22">Alison W. Arrow</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6501-7781">0000-0002-6501-7781</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amanda+Denston%22">Amanda Denston</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7209-9917">0000-0001-7209-9917</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jinjing+Fang%22">Jinjing Fang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1132-1673">0000-0002-1132-1673</externalLink>)<br /><searchLink fieldCode="AR" term="%22James+Chapman%22">James Chapman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3290-9281">0000-0002-3290-9281</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Reading%22"><i>Journal of Research in Reading</i></searchLink>. 2026 49(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 25
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Reading%22">Beginning Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+Awareness%22">Phonological Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling%22">Spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22New+Zealand%22">New Zealand</searchLink>
– Name: DOI
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  Data: 10.1111/1467-9817.70015
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  Data: 0141-0423<br />1467-9817
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Children who experience difficulties developing early literacy skills have been of major concern because of the broader effect on subsequent literacy development. Addressing the needs of learners also requires understanding distal variables that influence the development of early literacy skills. Two distal variables implicated in developing literacy skills include reading self-efficacy and behaviour. Method: The current paper explored the relationship between early literacy skills, reading self-efficacy (RSE) and behaviour in a sample of 5-year-old beginning readers in Aotearoa New Zealand. Children's early literacy skills (phonological awareness, spelling, word recognition, reading accuracy and reading comprehension), reading self-efficacy and behaviour (teacher-reported) were measured across five time points as part of a larger longitudinal study. Results: Analyses revealed an association between reading self-efficacy and behaviour through the finding of two profiles of learners, one with high RSE and positive behaviour, and a smaller group (20% of the sample) with low RSE and behavioural difficulties. When examining the development of the early literacy skills of the two profile groups, differences were evident at school entry and continued for another 2 years, but there was no evidence of a Matthew effect. Conclusion: Findings suggest that reading self-efficacy and behaviour can be measured in children in the first year of school to inform profiles of learners. These profiles were related to literacy learning. Differences in literacy outcomes for the learner profiles were evident at school entry and continued through the first 3 years of school.
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  Data: 2026
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  Data: EJ1497637
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1497637
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        Value: 10.1111/1467-9817.70015
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
    Subjects:
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Beginning Reading
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Young Children
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Phonological Awareness
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      – SubjectFull: Spelling
        Type: general
      – SubjectFull: Word Recognition
        Type: general
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Reading Comprehension
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      – SubjectFull: Longitudinal Studies
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      – SubjectFull: New Zealand
        Type: general
    Titles:
      – TitleFull: Reading Self-Efficacy and Behaviour Profiles of Beginning Readers and the Relationship with Literacy Development
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            NameFull: Jinjing Fang
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