Students' self-perception of reading ability, enjoyment of reading and reading achievement

Using data from New Zealand's National Education Monitoring Project, a light sampling, low stakes performance based national school assessment program, reading self-efficacy, reading enjoyment, and reading achievement were examined in samples of 8 and 12 year old children. Sample sizes were n = 480 for each group. While reading achievement increased substantially in going from age 8 to age 12, reading enjoyment and reading self-efficacy declined. Girls outperformed boys in reading achievement and showed higher levels of reading enjoyment; differences in self-efficacy by gender were minimal. Results are discussed in terms of previous research and implications for instructional practice.

Research highlights
► Relationships among reading ability, reading enjoyment, and reading self-efficacy are examined.
► Reading ability increases from age 8 to age 12, but reading enjoyment and self-efficacy decline.
► The relationship between reading self-efficacy and reading ability is low at age 8, and moderate at age 12.
► Socio-economic status is related to reading ability, but not reading enjoyment or self-efficacy.