title: Do Children's Learning-Related Behaviors Moderate the Impacts of an Empirically-Validated Early Literacy Intervention?
abstract: The present study included 314 children who had been involved in Project STAR, and explored how two learning-related behaviors, interest in literacy and effortful control, moderated the impact of the literacy intervention on reading outcomes. Results indicated significant associations of both learning-related behaviors with reading, with the children with the highest literacy interest and effortful control in the intervention group showing the highest reading outcomes. These results indicate that accounting for a greater breadth of possible moderators of intervention impacts is an important area to explore.
authors.affiliation: Florida State University and Florida Center for Reading Research.
authors.forename: Sara A
authors.initials: SA
authors.lastname: Hart
authors.affiliation: The Ohio State University and Crane Center for Early Childhood Research and Policy.
authors.forename: Shayne B
authors.initials: SB
authors.lastname: Piasta
authors.affiliation: The Ohio State University and Crane Center for Early Childhood Research and Policy.
authors.forename: Laura M
authors.initials: LM
authors.lastname: Justice
keywords: effortful control; interest in literacy; literacy intervention; moderators; reading