This longitudinal study examined the relations between self-regulation and reading achievement from kindergarten through second grade. In addition to the broader concept of effortful control, this study looked at various sub-components, including attention focusing and inhibitory control. A series of unconditional latent growth curve models were estimated to assess the initial level and growth of children’s parent- and teacher-reported effortful control and reading skills.
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- Partial requirement for: M.S., Arizona State University, 2015Note typethesis
- Includes bibliographical references (pages 26-31)Note typebibliography
- Field of study: Family and human development