Measuring the Reader Self-Perceptions of Adolescents: Introducing the RSPS2

This paper introduces a new affective instrument for assessing the reader self-perceptions of students in grades seven through ten. The Reader Self-Perception Scale 2 (RSPS2) builds upon its predecessor, the RSPS, a tool that measures the reading efficacy beliefs of children in grades four through six. New items were created for the RSPS2 to reflect differences in the expectations for adolescent reading. The instrument was piloted on 488 students, revised, and then validates with an additional 2,542 students in the target grades. Factor analytic procedures revealed four factors emerging on the RSPS2. Items for Progress, Observational Comparison, Social Feedback, and Physiological States clustered as expected into scales with reliabilities ranging from .87 to .95. The article includes a description of the instrument, an explanation of its possible uses in assessment, instruction, and research, as well as directions for administration, scoring, and interpretation

The Professional Learning Motivation Profile (PLMP): A Tool for Assessing Instructional Motivation

This article chronicles the collaboration of administrators from six districts and three college professors as they assessed professional learning during the first year of teaching. The examination led to the development of a Professional Learning Motivation Profile. Results from the profile indicated a traditional model of professional development was not effective in growing the professional learning motivation of beginning teachers. Anecdotal data shared includes how administrators used the data to inform conversations designed to support teachers in their journey toward courageous, effective instruction

The Writing Observation Framework: A Guide for Refining and Validating Writing Instruction

The Writing Observation Framework (WOF) is a new tool for enhancing writing instruction in schools. The WOF organizes principles of writing instruction In a way that improves the evaluation of teachers\u27 writing practices, encourages a shared philosophy of the writing process and its instruction, and assists schools in demonstrating the integrity of their writing programs

A Reading Lesson Observation Framework for Elementary Teachers, Principals, and Literacy Supervisors

Henk et al present a framework which will provide reference points for assessment and help refine instructional practices in reading

Specialized Literacy Professionals as Literacy Leaders: Results of a National Survey

This large-scale national survey of specialized literacy professionals was designed to answer questions about responsibilities, including leadership, and preparation for these roles. Questionnaires, completed by over 2,500 respondents, indicated that respondents had multiple responsibilities that included both instruction of struggling readers and support for teachers. Four distinct role-groups were identified: instructional/literacy coaches, reading/literacy specialists, reading teachers/interventionists, and supervisors. The findings indicated a need for more precise definitions of the roles of these professionals and for preparation programs to include experiences that address the tasks required. Themes discussed included: roles have changed and require more focus on leadership, specialists must be nimble, and they require more in-depth preparation to handle the leadership demands of their positions

Validation of a Reader Self Perception Scale (RSPS2) for Use in Grades 7 and Above

Clearly, the attitudes, values, expectations, and beliefs that individuals possess about literacy will play a vital role in shaping their engagement with reading, writing, and other language processes. Students who report positive associations with literacy will tend to read and write more often, for greater periods of time, and with heightened intensity. The past decade or so has witnessed some noteworthy progress in assessing these aspects of literacy (e.g., McKenna & Kear, 1990; Henk & Melnick, 1992, 1995, 1998; Kear, Coffman, McKenna & Ambrosio, 2000). To date, however, no reader selfperception instrument exists for grades 7 and above despite the fact that such a tool would have considerable utility for both practitioners and researchers. The present study represents a significant effort toward remedying this important gap. Grounded in Self- Efficacy Theory (Bandura, 1977, 1982; Schunk, 1984), the instrument predicts that students take four basic factors into account when forming literacy self-perceptions: Progress, Observational Comparisons, Social Feedback, and Physiological States. Student response data (n=3,031) to the pilot instrument provides evidence of construct validity through a principal components analysis of the factor structure. Alpha reliabilities by factor are reported

Validation of a Reader Self Perception Scale (RSPS2) for Use in Grades 7 and Above

Clearly, the attitudes, values, expectations, and beliefs that individuals possess about literacy will play a vital role in shaping their engagement with reading, writing, and other language processes. Grounded in Self-Efficacy Theory (Bandura, 1977, 1982; Schunk, 1984), the Reader Self Perception Scale Version 2 predicts that students take four basic factors into account when forming literacy self-perceptions: Progress, Observational Comparisons, Social Feedback, and Physiological States. Student response data (n=3,031 in grades 7-10) provides evidence of construct validity through a principal components analysis of the factor structure. Alpha reliabilities by factor are reported

Validation of a Reader Self Perception Scale (RSPS2) for Use in Grades 7 and Above

Clearly, the attitudes, values, expectations, and beliefs that individuals possess about literacy will play a vital role in shaping their engagement with reading, writing, and other language processes. Grounded in Self-Efficacy Theory (Bandura, 1977, 1982; Schunk, 1984), the Reader Self Perception Scale Version 2 predicts that students take four basic factors into account when forming literacy self-perceptions: Progress, Observational Comparisons, Social Feedback, and Physiological States. Student response data (n=3,031 in grades 7-10) provides evidence of construct validity through a principal components analysis of the factor structure. Alpha reliabilities by factor are reported