Perception of one’s ability as a reader is a key construct for improving adolescent literacy outcomes, but this research has not yet been extended to students with disabilities. The current study attempted to address this research gap with a sample of 152 secondary students with and at risk for emotional and behavioral disorders (EBD). Results include a description of these students’ reader self-perceptions, a comparison to a larger sample of students without EBD, and exploration of variables associated with self-perceptions of reading ability. Demographic variables (e.g., sex, race), degree of behavior problems, and physiological states were significant predictors of self-perceptions. Discussion focuses on how practitioners can assess students’ self-perceptions to guide their instruction and on future directions for research.

中文翻译：

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有情感和行为障碍风险的中学生的读者自我认知

感知自己的阅读能力是提高青少年识字率的关键，但这项研究尚未扩展到残疾学生。当前的研究试图通过对152名患有情感和行为障碍（EBD）并处于危险之中的中学生进行抽样来弥补这一研究差距。结果包括对这些学生的读者自我认知的描述，与没有EBD的较大样本学生的比较以及对与阅读能力自我认知相关的变量的探索。人口统计学变量（例如性别，种族），行为问题的程度和生理状态是自我知觉的重要预测指标。讨论的重点是从业人员如何评估学生的自我认知以指导他们的教学以及未来的研究方向。