ERIC Number: EJ1119267
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: N/A
Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School
Connor, Carol McDonald; Day, Stephanie L.; Phillips, Beth; Sparapani, Nicole; Ingebrand, Sarah W.; McLean, Leigh; Barrus, Angela; Kaschak, Michael P.
Child Development, v87 n6 p1813-1824 Nov-Dec 2016
Many assume that cognitive and linguistic processes, such as semantic knowledge (SK) and self-regulation (SR), subserve learned skills like reading. However, complex models of interacting and bootstrapping effects of SK, SR, instruction, and reading hypothesize reciprocal effects. Testing this "lattice" model with children (n = 852) followed from first to second grade (5.9-10.4 years of age) revealed reciprocal effects for reading and SR, and reading and SK, but not SR and SK. More effective literacy instruction reduced reading stability over time. Findings elucidate the synergistic and reciprocal effects of learning to read on other important linguistic, self-regulatory, and cognitive processes; the value of using complex models of development to inform intervention design; and how learned skills may influence development during middle childhood.
Descriptors: Semantics, Self Control, Cognitive Processes, Language Processing, Reading Skills, Interaction, Sampling, Models, Grade 1, Grade 2, Literacy Education, Reading Instruction, Intervention
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education; Grade 2
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes