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Published on: October 11, 2018
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Self-concept in poor readers: a systematic review and meta-analysis.
Genevieve M McArthur1,2, Nicola Filardi1, Deanna A Francis1,2
1Department of Cognitive Science, Macquarie University, Sydney, New South Wales, Australia.
Peerj
|March 27, 2020
Summary
Poor reading skills are linked to lower self-concept, especially in academic and reading-specific areas. This association appears moderate overall but stronger in reading/writing/spelling domains.
Area of Science:
- Psychology
- Education
- Developmental Science
Background:
- A statistically reliable association between poor reading and poor self-concept is investigated.
- The moderating roles of self-concept domain, reading impairment type, and contextual factors are examined.
Purpose of the Study:
- To systematically review and meta-analyze the relationship between reading difficulties and self-concept.
- To explore how factors like age, gender, and educational environment influence this association.
Main Methods:
- A comprehensive search of 10 databases identified 13 studies with 3,348 participants.
- Standardized mean differences (SMDs) were calculated for average self-concept and 10 specific domains.
- Data underwent rigorous assessment for bias, heterogeneity, sensitivity, reporting bias, and evidence quality.
Main Results:
- Significant negative SMDs were found for average self-concept (-0.57) and five domains: reading/writing/spelling (-1.03), academic (-0.67), math (-0.64), behavior (-0.32), and physical appearance (-0.28).
- Evidence quality for the primary outcome was moderate, and for secondary outcomes was low due to limited data.
Conclusions:
- A probable moderate association exists between poor reading and overall self-concept.
- A possible strong association is noted between poor reading and reading/writing/spelling self-concept.
- Moderate associations are suggested for academic, math, behavior, and physical appearance self-concept domains.
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