Abstract Literacy learning has focused on skills over affective dimensions, such as self-efficacy, since the beginning of the 21st century. Self-efficacy is the belief in one’s abilities to accomplish desired outcomes. What is less well known is how teachers provide effective literacy instruction linked to the affective dimension of development. How can we nurture students’ self-efficacy while bolstering their reading skills? This article highlights Bandura’s seminal research and related scholarly findings on the critical tenets of self-efficacy within literacy teaching and learning. Contextualized in today’s diverse educational environments, practical implementations connecting elements of self-efficacy to literacy instructional practices serve as a resource for K-12 teachers, specialists, and administrators alike.

中文翻译：

---

学生的阅读自我效能–理论与实践的结合

摘要自21世纪初以来，识字学习一直专注于情感层面的技能，例如自我效能感。自我效能感是对自己完成预期结果的能力的信念。鲜为人知的是，教师如何提供与发展的情感层面相关的有效扫盲教学。我们如何在提高学生阅读能力的同时提高他们的自我效能？本文着重介绍了班杜拉（Bandura）的开创性研究以及有关识字教学中自我效能感关键原则的相关学术发现。在当今多样化的教育环境中，结合上下文，将将自我效能感的要素与扫盲教学实践联系起来的实际实施方式可作为K-12教师，专家和管理人员的资源。