Behavioral Self-Regulation as a Protective Factor for Children at Risk of Reading Failure: Predicting First-Grade Reading from Kindergarten Entry Assessment (KEA) Data

Autor/inn/en	Kehoe, Karen F.; McGinty, Anita S.; Williford, Amanda P.; Whittaker, Jessica V.
Titel	Behavioral Self-Regulation as a Protective Factor for Children at Risk of Reading Failure: Predicting First-Grade Reading from Kindergarten Entry Assessment (KEA) Data
Quelle	In: Early Education and Development, 32 (2021) 7, S.994-1015 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kehoe, Karen F.) ORCID (Williford, Amanda P.) ORCID (Whittaker, Jessica V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1857540
Schlagwörter	Student Behavior; Self Control; At Risk Students; Reading Failure; Reading Achievement; Grade 1; Kindergarten; Screening Tests; Emergent Literacy; Phonological Awareness; Predictor Variables; Virginia; Phonological Awareness Literacy Screening + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Selbstbeherrschung; Reading disability; Reading weakness; Leseschwäche; Leseleistung; School year 01; 1. Schuljahr; Schuljahr 01; Screening-Verfahren; Frühleseunterricht; Prädiktor
Abstract	Research Findings: This study used data from a large-scale kindergarten entry assessment (KEA) to understand how well two state screening measures, administered at school entry, predicted the first-grade reading outcomes of a large sample of first-time kindergarteners (N=5,480) at high risk for future reading failure. We examined young children's emergent literacy and behavioral self-regulation skills in the fall of kindergarten in relation to decoding skills in the spring of first grade. We also explored whether behavioral self-regulation moderated the effect of emergent literacy on first-grade reading outcomes. Consistent with prior research, results of multilevel regression models revealed that scalable measures of emergent literacy and behavioral self-regulation, assessed via a multidimensional KEA, positively predicted literacy outcomes in first grade, with a stronger association for emergent literacy. Additionally, school-entry behavioral self-regulation moderated the effect of children's initial emergent literacy skills on first-grade decoding, such that stronger than average behavioral self-regulation partially compensated for weak emergent literacy at school entry. Practice or Policy: Findings underscore the importance of screening young children on both academic and non-academic domains of school readiness and of seeking to understand children's risk of reading failure from multiple perspectives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01