Table 1. Summary of methods used in each included study.
Includes categorisation of self-concept measures into secondary outcomes for this review.
| Study | Samples |
Type of self-concept (Explanation 2) |
Type of poor reading (Explanation 3) |
Context of poor readers (Explanation 4) | ||
|---|---|---|---|---|---|---|
|
First author Date Country |
Poor Readers Size Ethnicity IQ |
Controls Size Ethnicity IQ |
Assessment name Subscale name |
Self-concept category |
Type Criteria Assessment |
Age in Years (range) Gender (female/male) Reading Instruction School Environment |
| F: Boetsch D: 1996 C: USA (adult study) |
S: 18 E: NR IQ: 113 |
S: 18 E: NR IQ: 113 |
Adult SP Profile Adequate Provider General Intellectual Ability Global Self Worth Intimate Relationships Job Competence Math Competence Physical Appearance Reading Competence Spelling Competence Writing Competence |
Work Academic Global Social Work Math Physical Appearance Reading Spelling Writing Reading Spelling Writing Reading Spelling Writing |
T: NR C: Significant difference between reading/spelling ability and that expected for age and education A: Peabody Individual Achievement Test |
A: 45.67 (30-55) G: 0/36 R: NR SE: NR |
| F: Boetsch D: 1996 C: USA (child study) |
S: 70 E: NR IQ: 100-107 |
S: 67 E: NR IQ: 107-111 |
SP Profile for Learning Disabled Students Athletic Competence Behavioural Competence Global Self Worth Intellectual Ability Math Competence Physical Appearance Reading Competence Social Acceptance Spelling Competence Writing Competence |
Athletic Behavioural Global Academic Math Physical Appearance Reading Spelling Writing Social Reading Spelling Writing Reading Spelling Writing |
T: NR C: Significant difference between reading/spelling ability and that expected for age and education and general intelligence A: Gray Oral Reading Test |
A: 12.35 (7-18) G: 13/59 R: NR SE: NR |
| F: Chapman D: 2001 C: New Zealand |
Reading Recovery: S: 26 E: NR IQ: NR Poor Readers: S: 20 E: NR IQ: NR |
S: 80 E: NR IQ: NR |
Reading SC Scale Reading SC |
Reading Spelling Writing |
T: NR C: Bottom 20% of school cohort A: Word Identification |
Reading Recovery: A: Grade 1-3 G: NR R: Text level SE: NR Poor Readers: A: Grade 1-3 G: NR R: NR SE: NR |
| F: Frederickson D: 2001 C: UK |
S: 20 E: 95% White/2.5% African-Caribbean/ 2.5% Asian IQ: NR |
S: 20 E: 95% White/2.5% African-Caribbean/ 2.5% Asian IQ: NR |
SP Profile for Children Athletic Competence Behavioural Competence Global Self Worth Physical Appearance Scholastic Competence Social Acceptance |
Athletic Behavioural Global Physical Appearance Academic Social |
T: NR C: British Psychological Society definition A: British Abilities Scale 2 (Word Reading) |
A: 9.65 (8-11) G: 3/17 R: NR SE: Government |
| F: Gold D: 1982 C: USA |
S: 61 E: Mixed IQ: NR |
S: 87 E: NR IQ: NR (normative data) |
Coopersmith SE Inventory | Global | T: NR C: Mean grade level far lower (3.54/SD - 2.58) than chronological age A: Wide Range Achievement Test |
A: 27.80 (13-71) G: 3/58 R: NR SE: Government (prison) |
| F: Holmes D: 2001 C: USA |
ELS S: 19 E: African American IQ: NR Tutoring S: 21 E: African American IQ: NR |
S: 831 E: 88% White/7% Hispanic/1.5% Native American/1.3% Black/Asian 0.7%/Other 1.5% IQ: NR (normative data) |
Perception of Ability Scale for Students | Global | T: NR C: below 25th percentile on Metropolitan Achievement Test. A: Wide Range Achievement Test 3 |
ELS A: 8.5 (7-11) G: NR R: NR SE: Government Tutoring A: 8.5 (7-11) G: NR R: NR SE: Government |
| F: Kerwin D: 1977 C: USA |
S: 30 E: NR IQ: 85+ |
S: 44 E: NR IQ: 85+ |
Tennessee SC Scale | Global | T: NR C: Reading age 18+ months below chronological age A: Nelson Reading Test |
A: 9th Graders G: NR R: NR SE: Government (military) |
| F: McArthur D: 2016 C: Australia |
S: 77 E: NR IQ: 98 |
S: 547 E: Stratified IQ: NR (normative data) |
Culture Free SE Inventory 3 Academic SE Home SE Social SE General SE |
Academic Home-Parents Social Global |
T: NR C: Word reading 1+ SD below chronological age A: Castles and Coltheart 2 (CC2) Nonwords and Irregular Words |
A: 1.46 (9–12.5) G: 22/55 R: NR SE: NR |
| F: Murray D: 1978 C: USA |
S: 104 E: NR IQ: 95.42 |
S: 195 E: NR IQ: NR (normative data) |
Piers-Harris Children’s SC Scale |
Global |
T: NR C: 2+ years delay in reading/writing/spelling despite adequate SES, IQ, schooling A: Wide Range Achievement Test |
A: 10.29 (8-15) G: 1:4 ratio R: NR SE: NR |
| F: Palmieri D: 1981 C: USA |
15-16 S: 16 E: 12%+ Black IQ: 85+ 17-18 S: 15 E: 12%+ Black IQ: 85+ |
15–16 S: 16 E: 12%+ Black IQ: 85+ 17–18 S: 16 E: 12%+ Black IQ: 85+ |
Rosenberg General SE Scale McCluskey School SE Scales Academic Ability General Ability SE Peer School SE Teacher School SE |
Academic Global Social School |
T: NR C: 5th grade or lower on SRA Group Reading Test A: Wide Range Achievement Test |
15-16 A: 15–16 G: NR R: NR SE: Government 17-18 A: 17–18 G: NR R: NR SE: Government |
| F: Pih D: 1984 C: USA |
S: 40 E: Caucasian IQ: Within 1.5 SD of age mean |
S: 40 E: Caucasian IQ: Within 1.5 SD of age mean |
Coopersmith SE Inventory | Global | T: NR C: 1+ Grade below grade level A: Gates-MacGinite Reading Test |
A: 7.42-8.58 G: 20/20 R: NR SE: Government |
| F: Robinson D: 1990 C: Australia |
S: 44 E: NR IQ: 85+ |
Normative data S: 831 E: 88% White/7% Hispanic/1.5% Native American/1.3% Black/Asian 0.7%/Other 1.5% IQ: 85+ |
Student’s Perception of Ability Scale Academic Ability Arithmetic Ability General Ability Penmanship and Neatness Reading and Spelling School Satisfaction |
Academic Math Global Reading Spelling Writing Reading Spelling Writing School |
T: NR C: Reading age 3+ years below chronological age A: Neale Analysis of Reading Ability |
A: 11.92 (9.08-15.92) G: 11/33 R: NR SE: NR |
| F: Taylor D: 2010 C: UK |
S: 26 E: NR IQ: NR |
S: 23 E: NR IQ: NR |
Culture Free SE Inventory 3 General SE |
Global | T: NR C: Reading age more 1+ SD below chronological age A: British Ability Scales 2 |
A: 12.5 G: 9/17 R: NR SE: NR |