Untapped Potential? Nurturing Self-Efficacy in the Context of Peer-Led, Text-Based Discussion Groups

Abstract

Although a subskills approach to reading instruction is merited in improving the reading skills of readers often deemed "struggling," these readers also benefit from balanced literacy instruction. Overemphasis on reading subskills arguably minimizes students' enjoyment of and motivation to read and may inevitably result in the formation of marginalized readers. In turn, the self-efficacies of marginalized readers may be diminished. Framed by social cognitive theory, the author designed an embedded multiple case study to explore the potential influence of peer-led, text based discussion groups on the reader self-efficacies of marginalized readers in Grades 4-6. In terms of reader self-efficacy, marginalized readers appeared to benefit more from participating in peer-led, text based discussion groups than their classmates (i.e. students with initially higher reader self-efficacies). This study is significant in providing support for a more balanced approach to reading instruction, particularly for marginalized readers.