The Role of Behavioral Self-Regulation in Learning to Read: A 2-Year Longitudinal Study of Icelandic Preschool Children

被引:29
作者
Birgisdottir, Freyja [1 ]
Gestsdottir, Steinunn [2 ]
Thorsdottir, Fanney [2 ]
机构
[1] Univ Iceland, Inst Educ, IS-105 Reykjavik, Iceland
[2] Univ Iceland, Dept Psychol, IS-105 Reykjavik, Iceland
关键词
EXECUTIVE FUNCTION; WORKING-MEMORY; GENDER-DIFFERENCES; ELEMENTARY-SCHOOL; COMPREHENSION; SKILLS; ABILITY; INTERVENTION; LITERACY; LANGUAGE;
D O I
10.1080/10409289.2015.1003505
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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 skillsreading accuracy and fluencywere 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.
引用
收藏
页码:807 / 828
页数:22
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