Controllability attributions for academic performance and the perceived scholastic competence, global self-worth and achievement of children with dyslexia.

This study was designed to investigate the relationship between controllabi lity attributions for academic performance and the self-perceptions of chil dren with severe and persistent reading difficulties (dyslexia) and classma tes without learning difficulties. The participants were 20 children with d yslexia and 20 children with no identified learning difficulties aged 8-11 years in mainstream classes. Self-perceptions were measured using Harter's (1985) Self-Perception Profile for Children. Attributions for academic perf ormance were assessed and classified as controllable or uncontrollable. Chi ldren identified as dyslexic using a modern working definition were found t o have significantly lower perceived scholastic competence than their norma lly achieving peers, but their global self-worth was not significantly lowe r. In these respects the results of this study closely paralleled the resul ts of previous research which employed IQ-achievement discrepancy definitio ns of dyslexia. Children with uncontrollable attributions had significantly lower perceived scholastic competence than children with controllable attr ibutions, even when actual reading attainment was taken into account. The r elationship between controllability attributions for academic performance a nd perceived scholastic competence was found to be similar for children wit h dyslexia and their normally achieving classmates. It is suggested that in tervention focused on the these variables in mainstream classrooms may bene fit both pupils with dyslexia and their normally achieving peers.