Pathways to Reading Competence: Emotional Self-Regulation, Literacy Contexts, and Embodied Learning Processes

Autor/inn/en	Liew, Jeffrey; Erbeli, Florina; Nyanamba, Juliet M.; Li, Danni
Titel	Pathways to Reading Competence: Emotional Self-Regulation, Literacy Contexts, and Embodied Learning Processes
Quelle	In: Reading Psychology, 41 (2020) 7, S.633-659 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liew, Jeffrey) ORCID (Erbeli, Florina) ORCID (Nyanamba, Juliet M.) ORCID (Li, Danni)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2020.1783145
Schlagwörter	Learning Processes; Self Control; Reading Skills; Reading Motivation; Interdisciplinary Approach; Attention Control; Models; Reading Research; Literacy; Context Effect; Reading Instruction; Intervention; Reading Processes; Metacognition; Executive Function; Children; Family Environment; Classroom Environment; Goodness of Fit + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Selbstbeherrschung; Reading skill; Lesefertigkeit; Lesemotivation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Aufmerksamkeitstest; Analogiemodell; Leseforschung; Alphabetisierung; Schreib- und Lesefähigkeit; Leseunterricht; Leseprozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Child; Kind; Kinder; Familienmilieu; Klassenklima; Unterrichtsklima
Abstract	Reading competence is one of the main gateways to learning and serves as the foundation for nearly all academic subjects, but reading is not a natural skill. For beginning and struggling readers, the process of learning to read is often fraught with frustration. Thus, abilities to manage affect or emotions and maintain attention or focus (i.e. emotional self-regulation processes) are critical for literacy development and reading competence. Building on bio-social-ecological systems and contextual-developmental frameworks, we present a model of reading competence to integrate multidisciplinary empirical research on the fit between children's emotional self-regulation processes and their literacy contexts and how these person-in-context dynamics influence reading competence through reading motivation and engagement. We present empirical research in support of the pathways in this model of reading competence, and call for increased multidisciplinary research that takes into consideration children's literacy contexts and their neurobiological and behavioral assets as well as vulnerabilities in order to better understand the dynamical cognitive-emotional-motivational processes that underlie the development of reading competence from early childhood through young adulthood, including the timing and mechanisms of change to target for reading interventions to have optimal impact. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01