El estado de la cuestión sobre el estudio de la autoeficacia lectora en alumnado con y sin dificultades de aprendizaje

Abstract

This study analyzes the state of art in relation to the reading self-efficacy research, according to developmental and comparative perspective between students with and without learning disabilities. A bibliographic search was developed from 1980 to nowadays through electronic based of data. We found 29 papers focussed on reading self-efficacy research. 12 papers of them were focussed on analyzing reading self-efficacy in students with and without learning disabilities or studying changes in reading self-efficacy from a developmental point of view. The studies reviewed showed contradictory findings as in relation to differences in reading self-efficacy between students with and without learning disabilities as in relation to the changes in reading self-efficacy by age in normal-achievement students. Finally, we discuss findings and gaps of knowledge in reading self-efficacy research in students with and without learning disabilities, and we present future research lines and practice and educational implications.