University of Canterbury Home
    • Admin
    UC Research Repository
    UC Library
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    View Item 
    1. UC Home
    2. Library
    3. UC Research Repository
    4. Faculty of Education | Te Kaupeka Ako
    5. Education: Theses and Dissertations
    6. View Item
    1. UC Home
    2.  > 
    3. Library
    4.  > 
    5. UC Research Repository
    6.  > 
    7. Faculty of Education | Te Kaupeka Ako
    8.  > 
    9. Education: Theses and Dissertations
    10.  > 
    11. View Item

    Self-esteem and resilience in students with literacy learning difficulties within an educational context. (2016)

    Thumbnail
    View/Open
    Denston, Amanda Final PhD Thesis.pdf (2.810Mb)
    Type of Content
    Theses / Dissertations
    UC Permalink
    http://hdl.handle.net/10092/13043
    http://dx.doi.org/10.26021/9827
    
    Thesis Discipline
    Education
    Degree Name
    Doctor of Philosophy
    Publisher
    University of Canterbury
    Language
    English
    Collections
    • Education: Theses and Dissertations [618]
    Authors
    Denston, Amanda Joy
    show all
    Abstract

    Understanding the challenges that students with literacy learning difficulties (LLD) face in their psychosocial development should be a fundamental focus for teaching practitioners and researchers. While success in literacy development is acknowledged to be integral, not only to success within the educational context but also to how individuals navigate through local and global society, less attention has been paid to the difficulties in psychosocial development that often accompany difficulties in literacy development. The pervasive nature of LLD can influence students’ ability to positively adapt to stressors within their lives. While research has typically focused on the remediation of psychosocial development and literacy development as separate entities, other research has targeted psychosocial development via the remediation of literacy difficulties. The current research adds to existing literature by examining the association between psychosocial and literacy development via an academic intervention in students with LLD. The primary focus of the current research was whether the psychosocial development of students with LLD in Year 4 to Year 6 (U. S. Grades 3 to 5) could be affected via a targeted literacy intervention. Study 1 included instruction in general literacy skills, focusing primarily on decoding and fluency in reading text at or above the reading level of the student. Study 2 and Study 3 further included specific instruction in morphological and orthographic awareness. The effectiveness of the targeted intervention at improving students’ literacy development was assessed, along with changes in measures of self-esteem, self-efficacy, and resilience. Findings supported the notion that psychosocial and literacy development of students with LLD could be positively influenced via such targeted interventions. However, gains in self-efficacy and resilience seem to be dependent on the levels of resilience at preintervention. Interventions that aim to positively impact on psychosocial, as well as, literacy levels in children with poor literacy acquisition; therefore, may need to be considered against the child’s existing psychosocial development.

    Rights
    All Rights Reserved
    https://canterbury.libguides.com/rights/theses

    Related items

    Showing items related by title, author, creator and subject.

    • Self-esteem, self-efficacy, and resilience in children with literacy learning difficulties in English 

      Denston A; Everatt J; Taleni T (2019)
    • Targeting literacy and self-concept in New Zealand students with low levels of literacy acquisition 

      Denston A; Everatt J; Taleni T (2019)
    • Teachers' and Students' Understandings of how Self Worth is Influenced in the Learning Environment: a New Zealand Context 

      Cowan, Jacqueline Lisa (University of Canterbury. School of Sciences and Physical Education, 2010)
      The aim of this qualitative case study is to identify how teachers and students perceive students’ self worth to be influenced in the learning environment and examine the similarities and differences in the way teachers ...
    Advanced Search

    Browse

    All of the RepositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThesis DisciplineThis CollectionBy Issue DateAuthorsTitlesSubjectsThesis Discipline

    Statistics

    View Usage Statistics
    • SUBMISSIONS
    • Research Outputs
    • UC Theses
    • CONTACTS
    • Send Feedback
    • +64 3 369 3853
    • ucresearchrepository@canterbury.ac.nz
    • ABOUT
    • UC Research Repository Guide
    • Copyright and Disclaimer
    • SUBMISSIONS
    • Research Outputs
    • UC Theses
    • CONTACTS
    • Send Feedback
    • +64 3 369 3853
    • ucresearchrepository@canterbury.ac.nz
    • ABOUT
    • UC Research Repository Guide
    • Copyright and Disclaimer