Lori E. Skibbe|Janelle J. Montroy|Ryan P. Bowles|Frederick J. Morrison
Self-regulation and the development of literacy and language achievement from preschool through second grade
Michigan State University|The University of Texas Health Science Center at Houston|Michigan State University|University of Michigan–Ann Arbor|Michigan United
previous research established higher levels behavioral selfregulation associated higher levels language literacy study take developmental perspective considering trajectories selfregulation development early intermediate late predict way literacy language skills develop preschool second grade children n 351 assessed twice per year four years indicators decoding reading comprehension phonological awareness vocabulary using nonlinear growth curve models found children demonstrated selfregulation earlier higher language literacy skills throughout preschool second grade specifically earlier selfregulation trajectories associated higher levels earlier development decoding reading comprehension faster development children early selfregulation trajectories developed phonological awareness earlier late selfregulation trajectories finally children early selfregulation trajectories higher levels vocabulary children intermediate trajectories differ rate timing vocabulary development findings point enduring interconnected nature selfregulation childrens language literacy development