Abstract
Three adults, one male and two females, with moderate to severe reading problems were interviewed about their reading problems, self-perceptions, experiences in education and at the workplace, self-presentation concerns, and their coping strategies in situations involving reading requirements. The informants were selected in order to vary age, level of education, and type of occupation. Despite these variations the results revealed striking similarities in their self-perceptions, motivational and emotional responses, and strategies in school years and later in life. Self-presentation concerns were salient in all informants and all informants reported various indications of negative affect. All informants also reported using self-defensive strategies, particularly emphasizing that they were hiding their reading and writing problems. The results are discussed in terms of self-worth theory as well as goal theory. Practical implications are also discussed.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Ames, C. (1992). Classrooms: goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271.
Ames, C.& Archer, J. (1988). Achievement goals in the classroom: students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260–267.
Covington, M.V. (1984). The self-worth theory of achievement motivation: findings and implications. The Elementary School Journal, 85, 5–20.
Covington, M.V. (1992). Making the grade: a self-worth perspective on motivation and school reform. Cambridge: Cambridge University Press.
Duda, J.L. (1993). Goals: a social-cognitive approach to the study of achievement motivation in sport. In R.N. Singer, M. Murchey,& L. Keith Tennant (Eds.), Handbook of research on sport psychology. New York: Macmillan.
Duda, J.L.& Nicholls, J.G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84, 290–299.
Elliot, A.J.& Church, M.A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232.
Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 117–140.
Graham, S.& Weiner, B. (1996). Theories and principles of motivation. In D.C. Berliner& R.C. Calfee (Eds.), Handbook of educational psychology. New York: Prentice Hall International; pp. 63–84.
Høyen, T.& Lundberg, I. (1991). KOAS. Kartlegging av ordavkodingsstrategiene. Stavanger: Senter for leseforskning
Johnston, P.H. (1985). Understanding reading disability: a case study approach. Harvard Educational Review, 55, 153–177.
Kaplan, H.B. (1980). Deviant Behavior in Defence of Self. New York: Academic Press.
Kelly, H.H. (1952). The two functions of reference groups. In G.E. Swanson, T.M. Newcomb,& E.L. Hartley (Eds.), Readings in social psychology. New York: Holt; pp. 410–414.
Kos, R. (1991). Persistence of reading disabilities: the voices of four middle school students. American Educational Research Journal, 28, 875–895.
Marsh, H.W. (1987). The Big-Fish-Little-Pond Effect on academic self-concept. Journal of Educational Psychology, 79, 280–295.
Marsh, H.W.& Craven, R.G. (2000, October). Swimming in the school: expanding the scope of the Big Fish Little Pond Effect. Paper presented at the 2000 Self Research Centre Conference, Sydney, Australia.
Marsh, H.W.& Parker, J.W. (1984). Determinants of student self-concept: is it better to be a relatively large fish in a small pond even if you don't learn to swim as well? Journal of Personality and Social Psychology, 47, 213–231.
Marsh, H.W., Byrne, B.M.,& Shavelson, R.J. (1988). A multifaceted academic self-concept: its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80, 366–380.
Mead, G.H. (1934). Mind, self and society. Chicago, IL: University of Chicago Press.
Miller, D.T.& Ross, M. (1975). Self-serving biases in the attribution of causality. Fact or fiction? Psychological Bulletin, 82, 213–225.
Nicholls, J.G. (1983). Conceptions of ability and achievement motivation: a theory and its implications for education. In S.G. Paris, G.M. Olson,& H.W. Stevenson (Eds.), Learning and motivation in the classroom. Hillsdale, New Jersey: Lawrence Erlbaum Ass.; pp. 211–237.
Nicholls, J.G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
Rosenberg, M. (1979), Conceiving the Self. New York: Basic Books.
Rosow, L.V. (1988). Adult illiterates offer unexpected cues into the reading process. Journal of Reading, 32, 120–124.
Ryan, A.M.& Pintrich, P.R. (1997). Should I ask for help? The role of motivation and attitudes in adolescents help seeking in math class. Journal of Educational Psychology, 89, 329–341.
Sang, B.E. (1988). On being female and dyslexic. Women&Therapy, 7, 15–34.
Shavelson, R.J., Hubner, J.J.,& Stanton, G.C. (1976). Self-concept: validation of construct interpretations. Review of Educational Research, 46, 407–441.
Sivertsen, R. (1984). Kartleggingsprøve i rettskriving 2.-6. klasse (Aston Index). Oslo: Universitetsforlaget.
Skaalvik, S. (1993). Ego-involvement and self-protection among slow learners: four case studies. Scandinavian Journal of Educational Research, 37, 305–315.
Skaalvik, E.M. (1997). Self-enhancing and self-defeating ego orientation: relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71–81.
Skaalvik, E.M.& Skaalvik, S. (2002). Internal and external frames of reference for academic selfconcept. Educational Psychologist, 37, 233–244.
Spradley, J.P. (1979). The ethnographic interview. New York: Holt, Rinehart and Winston.
Sullivan, H.S. (1947). Conceptions of modern psychiatry: the first William Alanson White memorial lectures. Washington, DC: The William Alanson White Psychiatric Foundation.
Tice, D. (1993). The social motivations of people with low self-esteem. In R.F. Baumeister (Ed.), Self-esteem. The puzzle of low self-regard. New York: Plenum Press; pp. 37–53.
Underwood, B.J. (1949). Experimental psychology: an introduction. New York: Appleton-Century-Crofts.
Urdan, T.& Midgley, C. (2001). Academic self-handicapping: what we know, what more there is to learn. Educational Psychology Review, 13, 115–138.
Urdan, T., Midgley, C.,& Anderman, E.M. (1998). The role of classroom goal structure in students' use of self-handicapping strategies. American Educational Research Journal, 35, 101–122.
Woodworth, R.S. (1934). Psychology (3rd edn.). New York.: Holt.
Yin, R.K. (1989). Case study research. Newbury Park, Ca: Sage.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Skaalvik, S. Reading Problems in School Children and Adults: Experiences, Self-Perceptions and Strategies. Social Psychology of Education 7, 105–125 (2004). https://doi.org/10.1023/B:SPOE.0000018555.46697.69
Issue Date:
DOI: https://doi.org/10.1023/B:SPOE.0000018555.46697.69