Carol McDonald Connor|Stephanie Day|Beth M. Phillips|Nicole Sparapani|Sarah W. Ingebrand|Leigh McLean|Angela Barrus|Michael P. Kaschak
Reciprocal Effects of Self?Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School
University of California System|University of California System|Florida State University|Arizona State University|Arizona State University|Arizona State University|Arizona State University|Florida State University
many assume cognitive linguistic processes semantic knowledge sk selfregulation sr subserve learned skills like reading however complex models interacting bootstrapping effects sk sr instruction reading hypothesize reciprocal effects testing lattice model children n 852 followed first second grade 59104 years age revealed reciprocal effects reading sr reading sk sr sk effective literacy instruction reduced reading stability time findings elucidate synergistic reciprocal effects learning read important linguistic selfregulatory cognitive processes value using complex models development inform intervention design learned skills may influence development middle childhood