Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.
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.
University of California.
Carol McDonald
CM
Connor
University of California.
Stephanie L
SL
Day
Florida State University.
Beth
B
Phillips
Arizona State University.
Nicole
N
Sparapani
Arizona State University.
Sarah W
SW
Ingebrand
Arizona State University.
Leigh
L
McLean
Arizona State University.
Angela
A
Barrus
Florida State University.
Michael P
MP
Kaschak
D002648:Child; D002657:Child Development / Q000502:physiology*; D032882:Comprehension / Q000502:physiology*; D005260:Female; D006801:Humans; D019359:Knowledge; D007858:Learning / Q000502:physiology*; D008137:Longitudinal Studies; D008297:Male; D011932:Reading; D000068356:Self-Control; D012660:Semantics