Perception of one’s ability as a reader is a key construct for improving adolescent literacy outcomes, but this research has not yet been extended to students with disabilities. The current study attempted to address this research gap with a sample of 152 secondary students with and at risk for emotional and behavioral disorders (EBD). Results include a description of these students’ reader self-perceptions, a comparison to a larger sample of students without EBD, and exploration of variables associated with self-perceptions of reading ability. Demographic variables (e.g., sex, race), degree of behavior problems, and physiological states were significant predictors of self-perceptions. Discussion focuses on how practitioners can assess students’ self-perceptions to guide their instruction and on future directions for research.
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