The Relationship of Self-Concept and Reading Achievement in First Grade Children’

Abstract

This investigation of 133 first grade Ss (25 percent Ilispano-75 percent Anglo and 50 percent male-50 percent female), found no significant correlations between objective scores of young children’s self-concept (SC) and their first or second grade reading achievement (RA). Moreover, SC correlations with other predictor variables, ethnic background (E), intelligence (IQ), and reading readiness (RR), were essentially zero. Only IQ, RR, and E were related to RA in a highly significant manner. At this age, RA, and possibly school in general, may not greatly influence the SC. Future investigation might profitably examine the change of SC as a function of age, mood, and stress.