Abstract
INTRODUCTION: The purpose of this study was to develop and validate a questionnaire that addressed reading and spelling of big words to understand upper elementary learners' perceptions of their abilities and challenges in relation to multisyllabic words. METHODS: The development of this questionnaire was part of a larger research project that aimed to develop instructional resources for upper elementary learners. Participants were 108 students across grades 3 to 5. RESULTS: The results of an Exploratory Factor Analysis (EFA) found three factors that addressed self-efficacy for processes and tasks, affect, and avoidance. All factors correlated with reading measures with the exception of avoidance. Further, differences on self-efficacy and affect were found between the lower and low-average reading group. Finally, growth was found on self-efficacy and affect toward reading of big words as a result of instruction. Limitations and implications are discussed.