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Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.

Title: Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.
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Name(s): Connor, Carol McDonald, author
Day, Stephanie L, author
Phillips, Beth, author
Sparapani, Nicole, author
Ingebrand, Sarah W, author
McLean, Leigh, author
Barrus, Angela, author
Kaschak, Michael P, author
Type of Resource: text
Genre: Journal Article
Text
Date Issued: 2016-11-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: 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.
Identifier: FSU_pmch_27264645 (IID), 10.1111/cdev.12570 (DOI), PMC5138137 (PMCID), 27264645 (RID), 27264645 (EID)
Grant Number: P50 HD052120, R01 HD048539, R21 HD062834
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5138137.
Subject(s): Child
Child Development/physiology
Comprehension/physiology
Female
Humans
Knowledge
Learning/physiology
Longitudinal Studies
Male
Reading
Self-Control
Semantics
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_27264645
Owner Institution: FSU
Is Part Of: Child development.
1467-8624
Issue: iss. 6, vol. 87

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Connor, C. M. D., Day, S. L., Phillips, B., Sparapani, N., Ingebrand, S. W., McLean, L., … Kaschak, M. P. (2016). Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School. Child Development. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_27264645