Example Of Article Review On The Relationship Of Teacher And Students’ Self-Efficacy With Reading And Writing

[University/Institutional Affiliation]
The journal article entitled “Student and teacher self-efficacy and the connection to reading and writing” written by Corkett, Hatt and Benevides (2011) scrutinized how self-efficacy of teachers and students in reading and writing relates to their actual ability to deliver a task on reading and writing. The writers cited the previous study of Kim and Lorsbach (2005) explaining that students’ high self-efficacy on reading and writing is equivalent to higher literacy than those who have low self-efficacy. It also explained that self-efficacy should be complemented with enough knowledge and skills in reading and writing in order for self-efficacy to push forward the students’ literacy ability.
Corkett, Hatt and Benevides conducted a new study proving the correlation of students and teachers self-efficacy to the actual ability of the students to deliver tasks on literary. There are six classes of grade six pupils who participated in the study including their teachers. The results of the study went against the findings of Kim and Lorsbach (2005). The findings stated that there is no relationship between self-efficacy and the ability of the students to deliver tasks on reading and writing. The study however found out that the teachers’ perception on students’ ability in reading and writing matched the actual ability of said students.
As a teacher of kindergarten, the journal article encouraged me to be sensitive in boosting the self-efficacy of my students. Although Corkett, Hatt and Benevides did not find out a correlation between the self-efficacy of students and their actual ability in literacy, it pushed me to be sensitive on this matter. Some activities that I think will help my students in reinforcing their self-efficacy are visual activity and group reading. In the visual activity, the students will be asked to draw any animal, thing, or symbol that they can associate their selves with and write an explanation why. In this activity, I can gauge their personality in order to determine an intervention appropriate for each and for the whole class. In this activity, I will be able to have an initial perception on their self-efficacy in reading and writing.
In group reading, the pupils will be divided into smaller groups. Small number of pupils per group will ensure that every student is given a chance to read aloud. Before they start reading, they will be instructed that everyone should be given enough time to read and they are not allowed to make negative comments or expressions while their classmate is reading. They will be instructed to listen carefully to what is being read. After reading, each of the group members will share what they have learned about the reading material. This is to test their reading and listening comprehension. Group reading activities will help those with reading difficulties to try harder in reading as there is pressure and support from the group mates.

Reference

Corkett, J., Hatt, B., & Benevides, T. (2011). “Student and teacher self-efficacy and the connection to reading and writing.” Canadian Journal of Education, 34 (1) pp. 65-98.