Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School

Many assume that cognitive and linguistic processes, such as semantic knowledge (SK) and self-regulation (SR) subserve learned skills like reading. However, complex models of interacting and bootstrapping effects of SK, SR, instruction, and reading hypothesize reciprocal effects. Testing this “latti...

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Vydáno v:Child Dev
Hlavní autoři: Connor, Carol McDonald, Day, Stephanie L., Phillips, Beth, Sparapani, Nicole, Ingebrand, Sarah W., McLean, Leigh, Barrus, Angela, Kaschak, Michael P.
Médium: Artigo
Jazyk:Inglês
Vydáno: 2016
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On-line přístup:https://ncbi.nlm.nih.gov/pmc/articles/PMC5138137/
https://ncbi.nlm.nih.gov/pubmed/27264645
https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1111/cdev.12570
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