Building Self-Efficacy in Students with Dyslexia: A Practice-Forward Framework for Classrooms, Families, and Teacher Preparation

Authors

Jennifer L. Vanderground, Grand Valley State UniversityFollow

Abstract

Self-efficacy—the belief in one’s capacity to organize and carry out actions to reach goals—predicts persistence, strategic behavior, and academic outcomes (Bandura, 1997). For students with dyslexia, recurring experiences of effortful reading and peer comparison can suppress self-efficacy and elevate anxiety (Humphrey & Mullins, 2002; Nalavany et al., 2017). Research consistently links dyslexia with higher rates of internalizing symptoms such as anxiety and depression, alongside modifiable correlates including self-beliefs, coping, and school connectedness—promising leverage points for educators and families (Livingston et al., 2018).

Prevalence estimates vary widely. Under strict criteria, fewer than 10% of students qualify, but when thresholds include those with dyslexic characteristics who read below the 25th percentile, the proportion rises substantially (Wagner et al., 2020). These variations underscore the need for Tier 1 practices that strengthen both literacy and self-efficacy for all learners, not only those with a formal diagnosis. Comparative evidence also shows domain specificity: students with dyslexia often report lower school-specific self-esteem but maintain intact self-worth in nonacademic domains (Burden, 2008; Terras et al., 2009). This highlights the importance of interventions that target vulnerable domains rather than assuming generalized deficits.

Promising approaches include positive psychology interventions—such as strengths-based goal setting, gratitude journaling, and character strengths identification—which can enhance self-efficacy and reduce anxiety (Gelbar et al., 2021). Narrative group therapy has similarly been shown to improve self-efficacy and reduce social anxiety, with efficacy serving as a mediator of the anxiety effect (Metsäpelto et al., 2022). Together, these findings affirm the centrality of self-efficacy in supporting both achievement and well-being for students with dyslexia.

Author Bio

Ms. Jennifer Vanderground, M.Ed. Reading, is an Affiliate Faculty at Grand Valley State University (GVSU). She is deeply committed to unraveling the complexities of literacy through the study of assessment practices and intervention strategies that benefit all K-12 students. She can be reached at vandejl3@gvsu. edu.

Recommended Citation

Vanderground, Jennifer L. (2026) "Building Self-Efficacy in Students with Dyslexia: A Practice-Forward Framework for Classrooms, Families, and Teacher Preparation," Michigan Reading Journal: Vol. 58: Iss. 2, Article 6.
Available at: https://scholarworks.gvsu.edu/mrj/vol58/iss2/6