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ERIC Number: EJ799175
Record Type: Journal
Publication Date: 2008-Apr
Pages: 22
Abstractor: As Provided
Reference Count: 70
ISSN: ISSN-1088-8438
From Reading Readiness to Reading Competence: The Role of Self-Regulation in At-Risk Children
Smith, Leann E.; Borkowski, John G.; Whitman, Thomas L.
Scientific Studies of Reading, v12 n2 p131-152 Apr 2008
This study investigated how self-regulation contributes to the development of reading competence in an at-risk sample of 157 children born to adolescent mothers. It was hypothesized that reading readiness at age 5 would shape self-regulation at age 10, which in turn would influence reading competence at age 14. Based on structural equation modeling, it was concluded that self-regulation partially mediated the relationship between early reading skills and later reading competence. These findings suggest the importance of socioemotional and cognitive self-regulation in the development of reading competence; implications for classroom practice are discussed. (Contains 2 tables and 1 figure.)
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A