Self-Esteem and Reading Achievement.

This study investigated the directionality of the relationship between self-esteem and reading achievement in 286 students in Lynchburg, Virginia. During the first year of the three-year study, subjects were fourth, fifth, and sixth graders. The Coopersmith Self-Esteem Inventory and the SRA Achievement Series subscales were administered; sex and age variables were statistically controlled. Analysis of data revealed that self-esteem was predominant over reading comprehension both congruously and unidirectionally. Increases in self-esteem were found to be followed by increases in reading comprehension achievement, while decreases in self-esteem were followed by decreases in achievement. No pattern of predominance was revealed between self-esteem and vocabulary achievement or between self-esteem and spelling achievement. The implications of these findings suggest that an atmosphere which is conducive to the enhancement of self-esteem should be incorporated into the environment where learning is to occur. (KS)