Is There Hope for First Graders at the Lowest Percentiles? The Roles of Self-Efficacy, Task Avoidance, and Support in the Development of Reading Fluency

Self-efficacious children are expected to be more task-focused in challenging achievement situations and consequently have better chances of overcoming learning difficulties than who lower self-efficacy. The present study investigates this presumption with Finnish-speaking first graders struggling reading acquisition ( N = 285). development the children’s fluency, self-efficacy, task avoidance was followed from middle Grade 1 end 2, a 6-week mobile game-based intervention administered those exhibited greatest risk for disabilities (≤ 5th percentile). Exploratory structural equation modeling used test theoretical model. results suggest that higher self-efficacy predicted fluency at 1, but no support mediating role found. benefited both fluency.