Impact of Self-Esteem on the Reading Capabilities of Early Learners - Literature review Example

Impact of self-esteem on the reading capabilities of early learners Background Early years are considered as the foundational stages of learning. It is during this stage that children learn the basics of reading, counting and writing. Therefore, early years presents the best opportunity to lay the foundations for future academic achievement. The skills children learn and develop as preschoolers form the basis for skill development in their later life (Cunha et al. 2006). Learning during the early years leads to a chain of effects that either reinforce or exacerbates the academic achievement of children in future (Stipek 2005). Reading is one of the skills that children learn during their early years. It is an essential language skills that children need to learn in order to become literate or well educated (Nkiko &Yusuff 2006). Children enter school with considerable differences in cognitive abilities, attention capacity, social skills, emotional stability and self-esteem. These factors are what influence the performance of children in school and predict their educational success in future (Claessens 2009; Duncan et al. 2007; Murray & Harrison 2011). Among these factors, a number of studies have singled out self-esteem as one of the variables that significantly influences the reading capabilities and overall learning of children during their early years (Alpay 2002; Guthrie & Wigfield 2000; Kaniuka 2010). According Powell (2005) self –esteem relates to how an individual thinks and feels about themselves with regards to their physical image, abilities and interpersonal relationships. Most of the studies that postulate that self-esteem is among the major variables that significantly influence the learning experiences of students during their early years (Dwyer et al 2000) have based their research on the premise that children with a high self-esteem are likely to show positive attitude and behaviour towards their studies. As result, they are likely to perform better in learning activities such as reading and writing. On the other hand, children with low self-esteem are bound to be doubtful about their abilities and show negative attitude and behaviour towards their studies. Consequently, their performance is bound to be poorer than that of children with a high self-esteem (Kaniuka 2010). Problem statement and research question A number of studies show that early readers with high self esteem are more likely to have good reading abilities and exhibit confidence while reading. Conversely, children with a low self-esteem tend to posses low abilities and exhibit low confidence when reading (Alpay 2002; Guthrie & Wigfield 2000; Hisken 2011; Kaniuka, 2010). Although these studies have established a positive correlation between self-esteem and reading capabilities of early learners, there are several studies which contest this notion. A considerable number of studies have established that there is no close correlation between self-esteem and academic performance (Vitale & Kaniuka 2009; Rubin, Dorle & Sandidge 2006). Some studies suggest that academic performance may impact on the self-esteem of children and not the other way round. Other studies suggest that self-esteem has little effect on the reading capabilities of children. Instead, factors such as IQ, socio-economic background are what determine the reading capabilities and overall academic performance of students during their early years (Vitale & Kaniuka 2009; Rubin, Dorle & Sandidge 2006). Evidently, there are conflicting findings on the link between self-esteem and the reading capabilities of early learners. Therefore, the focus of this study will be to investigate the impact that self-esteem has on the reading capabilities of early learners. This study will seek to answer the research question; Does self-esteem influence the reading capabilities of children during their early years of learning? Literature Review A majority of research studies investigating the impact that self-esteem has on the reading capabilities of early learners mainly employ a qualitative, interpretivist approach. According to Punch (2005), a qualitative study entails the collection of data that is qualitative in nature through empirical procedures. Punch further notes that qualitative data is empirical information about a phenomenon in the world that is not in the form of numbers. Some of the commonly used methods for collecting qualitative data include; interviews, questionnaires, observation, review of documents, audiovisual materials literatures or personal experience materials such as journals among others (Nisbet 2005;Punch 2005). Similarly, Denzin &Lincoln (2011) observe that, qualitative research employs a multi-method focus that involves an interpretive and naturalistic approach of investigating research issues. Essentially, qualitative researchers study research phenomena in their natural settings and try to interpret or make sense of phenomena in relations to the meaning conveyed to them. Most qualitative research studies tend to adopt an interpretivist paradigm. Basically, an interpretivist approach postulates that knowledge is subjective in the social world. As a result, knowledge about issues within the social realm can only be acquired by exploring and interpreting, views, beliefs, opinions, experiences, actions and events of people within the targeted research context (Klenke 2008; Punch 2005). A study conducted by Hisken (2011) sought to establish the relationship between self esteem and the reading ability, reading level and academic achievement of students. The findings of this study were primarily established through a critical review of various literatures sources. Through this review Hisken (2011) established that self-esteem has a direct impact on confidence levels of children when it comes to reading. Children with a high self-esteem often convey a positive attitude toward reading. This in turn enables them to read with confidence and enables them to realise a high level of academic success. In this case, a high self-esteem acts as a buffer against anxiety and pessimism when reading. On the other hand, Hisken notes that children with low self-esteem may not exhibit confidence or diligence when it comes to overcoming the challenges that they face while reading. When experiencing reading challenges, such children tend to shun reading situations since it causes them to feel anxious and embarrassed (Hisken 2011). In this study, Hisken employed a qualitative interpretivist approach to establish whether there is any correlation between self-esteem and the reading ability, reading level and academic achievement of students. One of the key advantages of using this approach is that it enables one to explore issues in-depth. Unlike a positivist approach which tends to provide a general overview of research issues, interpretivist approach leaves room for research issues to be explored more in-depth. It also enables one to explore the cause -effect relationship of issues in research (Darzi & Athanasiou 2010). For instance, Hisken explores in-depth different issues that mediate between the influences that self-esteem has on the reading ability, reading level and academic achievement of students. Nevertheless, one limitation that may surround this study lies in the fact that the researcher might have been biased in selecting the literature sources to review. Thus the findings could be subjective rather than objective. Similarly, a study conducted Leary (1999) primarily relies on previously published literature sources to determine the impact that self-esteem has on the reading capabilities of students. Leary also uses an interpretivist approach by exploring and interpreting various literature source. In this study, Leary (1999) establishes that confidence is a product of high-self esteem. Thus, children with a high level of self-esteem are likely to exhibit more confidence when reading than children who have a low level of self-esteem. Through a critical review of various relevant literatures, Leary establishes that a high-level of self-esteem facilitates an inner drive to realise goals. Therefore, children with a high level of self-esteem have an inner drive to read or feel motivated to overcome reading challenges (Leary 1999). One of the key strengths of this study is that it explores issue in-depth. By examining various literature sources, Leary illuminates different perspectives regarding the influence of self-esteem. Moreover, this study may also be subject to biasness when it comes to the selection of literature sources. Hence the findings could be subjective to the researcher’s perspective on the research issues explored. Conversely, a study conducted by Vitale &Kaniuka (2009) contest the notion that self-esteem has significant impact on the reading capabilities or overall academic performance of learners. The findings established in this study are based on a field experiment carried out involving the use of questionnaires and direct observation. Subsequently, the results were analysed and interpreted. In essence, this study employed a qualitative interpretivist approach. Although Vitale and Kaniuka find that self-esteem to some extent influences the reading abilities of children, they argue that the impact is somewhat negligible. They suggest that factors such as IQ, socio-economic and educational programs are what determine the reading capabilities and overall academic performance of students during their early years (Vitale & Kaniuka 2009). One of the key strengths of the approach used in this study is that it provides first-hand or primary data. Unlike studies conducted by Leary (1999) and Hisken (2011) which heavily rely on secondary data. Vitale & Kaniuka (2009) focus on collecting data that is qualitative in nature through empirical procedures. However, the approach used in this study is subject to limitations such as low response rates, observer biasness and sampling oversights. Since the findings of this study are based on what the researcher observes, the observation made can be subjective rather than objectives. Sometimes what appears in the surface may be misleading. Furthermore, sampling oversights can occur thus leading to the collection of data that is not completely representative of the targeted population. Additionally, studies conducted by Hofferth and Sandberg (2001) and Mullan (2010) do not consider self-esteem as having considerable impact on the reading capabilities of children. Instead these studies consistently report that children with more educated parents are more likely to engage in reading and read more often. Overall, children who are associated with educated parents (90%) enjoy reading than those in low education families (85%). Nonetheless, parental education has a close relationship with children’s involvement in reading every day. In addition, it is discovered that almost twice as many children in educated household enjoy reading and read every day (41%) as compared to children in low education families (23%). Furthermore, twice as many children leaving with low educated parents (14 %) do not enjoy reading and are not involved in reading everyday as those leaving with educated parents (7%). The findings conducted by Hofferth and Sandberg (2001) and Mullan (2010) employ a qualitative interpretivist approach. These studies are based on secondary analysis of data from previously conducted surveys. Although these studies offer an in-depth outlook on the factors that affect reading habits of children, the findings could be subjective and not objective due to the researcher’s biasness when it comes to the selection of literature sources. Alternative approach As observed earlier, a majority of research studies investigating the impact that self-esteem has on the reading capabilities of early learners mainly employ a qualitative, interpretivist approach. Nevertheless, a few studies conducted in this area have employed a quantitative, positivist approach. For instance, in Kaniuka (2010), two groups of students were requested to complete a reading attitude inventory. Subsequently, the findings established were analysed through the use of 2x 2 factoral design ANOVA. Thorough this study, it was established that early readers with high self esteem are more likely to have better reading abilities than children with a low self-esteem. This study employed positivist quantitative research approach. It involved a systematic empirical inquiry using numerical data. Data collected was numerical in form and was subjected to quantitative analysis through the 2x 2 factoral design ANOVA. It is worth noting that, unlike studies conducted by Leary (1999), Vitale &Kaniuka (2009), Mullan (2010) and Hisken (2011) which heavily rely on the subjective interpretation of the researcher in order to establish meaning, Kaniuka’s (2010), study focuses on proving the relationship between self-esteem and reading by collecting numerical data and analysing the collected data through an objective mathematical or scientific technique. According to Wimmer & Dominick (2011), a positivist quantitative research approach is based on the premise that reality is objective and separate from the researcher thus these approach does not take into account any value or subjective opinion of the researcher(Nisbet 2005).Rather it relies on measurement, facts, proof or numerical evidence. One of the key advantages of this approach is that it can lead to the establishment of objective findings and it is suitable for exploring issues extensively particularly those pertaining to relationships. However, this approach cannot be used to explore research issues in-depth since it provides generalised findings (Mertens 2005; Hostetler 2005). Conclusion A number of studies show that early readers with high self esteem are more likely to have good reading abilities and exhibit confidence while reading. Conversely, children with a low self-esteem tend to posses low abilities and exhibit low confidence when reading (Alpay 2002; Guthrie & Wigfield 2000; Hisken 2011; Kaniuka, 2010). A majority of research studies investigating the impact that self-esteem has on the reading capabilities of early learners mainly employ a qualitative, interpretivist approach. One of the key advantages of using this approach is that it enables one to explore issues in-depth. However, this approach is subject to limitations such as low response rates, observer biasness and sampling oversights. Although most studies that explore the impact that self-esteem has on the reading capabilities of early learners mainly employ a qualitative, interpretivist approach. A few studies conducted in this area have employed a quantitative, positivist approach. Some of the advantages associated with this approach is that, it can lead to the establishment of objective findings and it is suitable for exploring issues extensively. However, studies that use this approach often provide generalised findings. References Alpay E 2002, Self concept and self-esteem, Viewed July 17, 2013 Claessens A 2009, School readiness and achievement in middle childhood, Paper presented at the GrowingUp in Australia: The Longitudinal Study of Australian Children, 2nd Conference, Melbourne, 3–4 December. Cunha F, Heckman J, Lochner L, & Masterov D, 2006, “Interpreting the evidence on life cycle skill formation”, In Handbook of the economics of education, Volume 1, North Holland, Amsterdam. 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