• Development and Validation of...

Treffer: Development and Validation of a Questionnaire on Multisyllabic Decoding and Encoding with Upper Elementary Learners

Title:
Development and Validation of a Questionnaire on Multisyllabic Decoding and Encoding with Upper Elementary Learners
Language:
English
Authors:
Zoi A. Traga Philippakos (ORCID 0000-0001-9559-7345), Jeff Labban, Margaret Quinn
Source:
Reading Research Quarterly. 2025 60(4).
Availability:
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed:
Y
Page Count:
15
Publication Date:
2025
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research
Education Level:
Elementary Education
Early Childhood Education
Grade 3
Primary Education
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Descriptors:
Test Construction, Test Validity, Test Reliability, Questionnaires, Elementary School Students, Reading Skills, Spelling, Self Efficacy, Affective Behavior, Student Behavior, Decoding (Reading), Grade 3, Grade 4, Grade 5, Rural Schools, Disadvantaged Youth, Self Management
DOI:
10.1002/rrq.70059
ISSN:
0034-0553
1936-2722
Entry Date:
2025
Accession Number:
EJ1487124
Database:
ERIC

Weitere Informationen

This study aimed to develop and validate a self-efficacy and affect questionnaire focused on upper-elementary students' reading and spelling of multisyllabic words. The research addresses a gap in understanding students' self-efficacy, affect, and avoidance behaviors related to decoding and spelling complex words. Participants included 395 students in grades 3-5 from rural Title I schools in the southeastern United States. Students completed a 34-item questionnaire assessing self-efficacy, affect, avoidance, and self-regulation, followed by standardized reading subtests (CAPTI/Read Basix). The sample was randomly split, and an exploratory factor analysis (EFA) and a follow-up confirmatory factor analysis (CFA) were conducted. Results supported a four-factor structure including self-efficacy for processes/tasks, affect, self-efficacy for self-regulation, and avoidance. Regression analyses indicated that factor scores were positively associated with reading ability and with standardized reading subtest scores. The findings highlight the questionnaire's reliability and validity, offering practical implications for educators to assess and address students' motivational and cognitive needs in reading instruction. Implications for research and practice are further discussed.

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