Dataset Information

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

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.

SUBMITTER: Connor CM

PROVIDER: S-EPMC5138137 | biostudies-literature | 2016 Nov

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

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

Connor Carol McDonald CM Day Stephanie L SL Phillips Beth B Sparapani Nicole N Ingebrand Sarah W SW McLean Leigh L Barrus Angela A Kaschak Michael P MP

Child development 20160605 6

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 lit ...[more]

PMID: 27264645

Similar Datasets

Project description:BACKGROUND:Several studies have focused on the assessment of students' motivation because this construct is very important to understand students' learning and how to enhance it. The Academic Self-Regulation Questionnaire (SRQ-A), based on the self-determination theory is a self-report instrument developed to access the reasons why students do their school work. However, there is no Portuguese version of this questionnaire for late elementary students. The primary goal of this research was to analyze the psychometric properties of a Portuguese version of SRQ-A in the domain of Mathematics with elementary school children. METHODS:Participants were 341 elementary school children ranging from 8 to 11 years old from the third and fourth grades. The Portuguese version of the SRQ-A included 24 items assessing four regulatory styles (external, introjected, identified, and intrinsic) in three behavioral categories (homework, classwork, and answering questions in mathematics lessons). To examine the psychometric properties of the instrument, we conducted an exploratory structural equation modeling (ESEM), measured gender and grade invariance, and calculated internal consistency indexes and temporal stability. RESULTS:ESEM analyses supported the original multidimensional structure of the measure with four regulatory styles using a reduced version of the instrument with 16 items. Correlations between the four regulatory styles revealed a simplex pattern consistent with the continuum of self-determination theory. Results showed adequate internal consistency for all regulatory styles (α ≥ .73; CR ≥ .76) and temporal stability (4-month test-retest ≥ .43). The questionnaire showed measurement and structural invariance across gender and grade. Finally, some gender differences were observed; on average, boys scored higher than girls in external regulation. No differences were observed between grades. CONCLUSIONS:Our findings suggest that the Portuguese version of the SRQ-A has good psychometric properties providing adequate support for its use in educational research on motivational styles, including studies concerning gender and grade differences in self-regulation.

Project description:BackgroundReading is important for children's success in school and beyond, yet many adolescents fail to reach expected levels of proficiency. This highlights the need to better understand the factors that influence reading effectiveness over time, including genes and environment. Greater expression of genetic influence on first- and second-grade reading fluency has been observed in higher quality classroom reading environments. To what degree this early environment continues to influence genetic and other environmental influences on later reading is unknown and was tested in this study.MethodsThe quality of the early classroom reading environment was approximated by gains in oral reading fluency (ORF) across the school year among first- or second-grade classmates of 546 MZ and 1,016 DZ twin children (mean age = 7.13 years; SD = 0.45) who had reading comprehension scores from a state-wide mandatory test in school year 2013-2014 when most twin pairs were in seventh to tenth grade (mean age = 14.41; SD = 1.13) in a variable called Class ORF Gain. Biometrical models were fit to the data to assess whether Class ORF Gain moderated the genetic, shared environmental and/or nonshared environmental variance associated with adolescent reading comprehension.ResultsClass ORF Gain moderated shared environmental influences on reading comprehension 6-9 years later. When early classroom reading gains were poor, variability in reading comprehension in adolescence was high and was associated largely with shared environmental influences. When early classroom reading gains were good, overall and shared environmentally influenced variability in adolescent reading comprehension was lower so that genetic influences were most relevant in explaining that variability.ConclusionsOur findings suggested that classroom reading environment experienced when children were learning to read had a lasting influence on the factors underlying variability in later reading effectiveness.

Project description:Zur Förderung der Leseleistungen von Schülerinnen und Schülern werden von nationalen und internationalen Experten Programme empfohlen, in denen Kinder gemeinsam an Leseaufgaben arbeiten und verschiedene Lesestrategien erlernen. Die Ergebnisse von Evaluationsstudien belegen die Wirksamkeit solcher Programme für die Entwicklung individueller Leseleistungen von Schülerinnen und Schülern, enthalten jedoch keine Informationen dazu, wie die gemeinsame Strategieanwendung in den Kleingruppen abläuft. Der vorliegende Beitrag betrachtet anhand von Videomaterial zu drei Messzeitpunkten, ob und wie Schülerinnen und Schüler der 3. Klasse gemeinsam die Lesestrategien Klären, Fragen und Vorhersagen auf Sachtexte anwenden und ob ein Trainingseffekt für Kinder in Kleingruppen festzustellen ist, die an einer peer-gestützten strategiebasierten Leseförderung teilgenommen haben. Dazu wird eine Interventionsgruppe mit einer Unterrichtskontrollgruppe verglichen, die regulären Deutschunterricht ohne explizite Strategieförderung erhielt. Sowohl die Quantität als auch die Qualität der Strategieanwendung in den Lesegruppen wurde anhand eines deduktiv entwickelten Schemas kodiert. Die Ergebnisse zeigen, dass zu allen drei Messzeitpunkten (Prä‑, Post- und Follow-up-Test) weniger als 50 % der Schülerinnen und Schüler Lesestrategien anwendeten. Am häufigsten wurde insgesamt die Strategie Fragen genutzt. Ein moderat positiver Trainingseffekt zeigte sich insbesondere für die Strategie Vorhersagen. Zu diskutieren ist, warum die Schülerinnen und Schüler nicht mehr Strategien auf einem höheren Elaborationsniveau anwendeten und ob weitere Kompetenzen für die wirkungsvolle Strategieanwendung in Kleingruppen benötigt werden. Die Untersuchung unterstreicht die Bedeutung prozessnaher Datenerhebung für die Weiterentwicklung von Fördermaßnahmen in Forschung und Praxis. Zusatzmaterial online Zusätzliche Informationen sind in der Online-Version dieses Artikels (10.1007/s42278-022-00142-1) enthalten.

Dataset Information

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

Publications

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

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets