Recent research has highlighted the profound impact of self-judgement of competence on the academic performance of children with dyslexia. The study titled "Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self-judgement of competence" by Rohmer et al. (2022) provides compelling evidence on how modifying the framing of tasks can significantly enhance the achievement of students with dyslexia. As practitioners, it is crucial to integrate these findings into our practice to foster better outcomes for children under our care.
The study involved 183 French middle school students and assessed their self-judgement of competence while manipulating the framing of performance tasks. Students completed literacy tasks presented in both academic and non-academic contexts. The results were telling: students with dyslexia performed poorly in academic tasks compared to their peers without dyslexia. However, this performance gap disappeared when tasks were framed in a non-academic manner. This suggests that the way tasks are presented can either exacerbate or alleviate the negative impact of dyslexia on academic performance.
Here are some practical strategies based on the research findings that practitioners can implement:
- Reframe Academic Tasks: Present tasks in a non-academic context to reduce the pressure and negative associations linked with academic failure. For example, instead of framing a reading task as a "test," present it as a "story exploration" activity.
- Enhance Self-Judgement of Competence: Encourage positive self-assessment by providing constructive feedback that focuses on effort and improvement rather than just outcomes. Use phrases like "You worked really hard on this" instead of "You got a high score."
- Create a Supportive Environment: Foster an inclusive classroom atmosphere where mistakes are viewed as learning opportunities. This can help reduce the fear of failure and improve self-judgement of competence.
- Implement Individualized Learning Plans: Tailor learning activities to the individual strengths and needs of students with dyslexia. This personalized approach can help them experience success more frequently, boosting their self-judgement of competence.
- Promote Metacognitive Strategies: Teach students to reflect on their learning processes and understand their strengths and areas for improvement. This self-awareness can enhance their self-judgement of competence.
Furthermore, it is important for practitioners to stay informed about ongoing research in the field of dyslexia and self-judgement of competence. Continuous professional development and engagement with current research can provide valuable insights and tools to improve practice.
In conclusion, the research by Rohmer et al. (2022) underscores the significant role of task framing and self-judgement of competence in the academic achievement of children with dyslexia. By integrating these findings into our practice, we can create more supportive and effective learning environments for these students.
To read the original research paper, please follow this link: Removing the academic framing in student evaluations improves achievement in children with dyslexia: The mediating role of self-judgement of competence.
