Supporting Reader and Writer Self-Concept in Early Childhood Education
Keywords:language arts, early childhood education, reading, writing, self-concept, literacy
Research suggests that academic self-concept influences academic gains. This has important implications for literacy acquisition. Facilitating the development of reader and writer self-concept has been found to support literacy gains. For this reason, it is essential that educators actively work to bolster student self-concept. Best practice recommendations for helping students develop positive reader and writer self-concept include helping students establish reader and writer identity, using the classroom environment to empower readers and writers, and developing supportive teacher-child relationships. The author acknowledges that the relationship between academic achievement and self-concept is reciprocal. As such, quality literacy instruction is needed in addition to attending to the affective factor of self-concept in order for students to be successful readers and writers.
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