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ERIC Number: EJ1070548
Record Type: Journal
Publication Date: 2015
Pages: 22
Abstractor: As Provided
Reference Count: 89
ISBN: N/A
ISSN: ISSN-1040-9289
The Role of Behavioral Self-Regulation in Learning to Read: A 2-Year Longitudinal Study of Icelandic Preschool Children
Birgisdóttir, Freyja; Gestsdóttir, Steinunn; Thorsdóttir, Fanney
Early Education and Development, v26 n5-6 p807-828 2015
Research Findings: Research suggests that behavioral self-regulation skills are critical for early school success, including success in literacy, but few studies have explored the relations that behavioral self-regulation may have with different components of early literacy development. The present study investigated the longitudinal contribution of behavioral self-regulation skills among Icelandic children in preschool to literacy measures of varying complexity in 1st grade. Behavioral self-regulation was assessed using a direct assessment (the Head-to-Toe task) and according to teacher reports (the Child Behavior Rating Scale). A total of 111 children participated in the study (mean age at Wave 1 = 55.70 months, 49% girls). Findings showed that both behavioral self-regulation measures predicted reading comprehension 2 years later after age, gender, maternal education, and emergent literacy skills were controlled, but relations with more basic reading skills--reading accuracy and fluency--were not as robust. Practice or Policy: These findings provide a new insight into the role of behavioral self-regulation in early academic achievement and extend previous research by showing that early self-regulatory skills play a role in children's initial steps in comprehending continuous texts. They also underline a need for a wider focus in emergent literacy interventions aimed at promoting prerequisites for reading.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iceland