The Concept of “Self as Learner”: Its Critical Role in the Diagnosis and Treatment of Children With Reading Disabilities

The development of self‐esteem in children is traced, with special emphasis on the evolution of a sense of “self as learner.” The particular influences of the family and the school as children develop their perception of competence to perform learning tasks are examined. The insidious interactive role that a negative self‐image contributes to a reading disability at different ages is highlighted and an ecological, learning therapeutic approach to intervention is developed Case examples are used.