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

Carol Mc Donald Connor, Stephanie L. Day, Beth Phillips, Nicole Sparapani, Sarah W. Ingebrand, Leigh McLean, Angela Barrus, Michael P. Kaschak

Research output: Contribution to journalArticlepeer-review

30 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)1813-1824
Number of pages12
JournalChild development
Volume87
Issue number6
DOIs
StatePublished - Nov 1 2016

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Education
  • Developmental and Educational Psychology

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