Examining the predictive relations between two aspects of self-regulation and growth in preschool children's early literacy skills.

ABSTRACT: There is strong evidence that self-regulatory processes are linked to early academic skills, both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been conducted using autoregressive techniques that may not accurately model change across time. The purpose of this study was to examine the unique associations between 2 components of self-regulation, attention and executive functioning (EF), and growth in early literacy skills over the preschool year using latent-growth-curve analysis. The sample included 1,082 preschool children (mean age = 55.0 months, SD = 3.73). Children completed measures of vocabulary, syntax, phonological awareness, print knowledge, cognitive ability, and self-regulation, and children's classroom teachers completed a behavior

SUBMITTER: Lonigan CJ 

PROVIDER: S-EPMC5191909 | biostudies-literature | 2017 Jan

REPOSITORIES: biostudies-literature