The Role of Behavioral Self-Regulation in Learning to Read: A 2-Year Longitudinal Study of Icelandic Preschool Children

Abstract

Research Findings: Research suggests that behavioral self-regulation skills are critical for early school success, including success in literacy, but few studies have explored the relations that behavioral self-regulation may have with different components of early literacy development. The present study investigated the longitudinal contribution of behavioral self-regulation skills among Icelandic children in preschool to literacy measures of varying complexity in 1st grade. Behavioral self-regulation was assessed using a direct assessment (the Head-to-Toe task) and according to teacher reports (the Child Behavior Rating Scale). A total of 111 children participated in the study (mean age at Wave 1 = 55.70 months, 49% girls). Findings showed that both behavioral self-regulation measures predicted reading comprehension 2 years later after age, gender, maternal education, and emergent literacy skills were controlled, but relations with more basic reading skills—reading accuracy and fluency—were not as robust. Practice or Policy: These findings provide a new insight into the role of behavioral self-regulation in early academic achievement and extend previous research by showing that early self-regulatory skills play a role in children’s initial steps in comprehending continuous texts. They also underline a need for a wider focus in emergent literacy interventions aimed at promoting prerequisites for reading.

ACKNOWLEDGMENTS

We thank Dr. Ragnarsdóttir for her contribution to the research project and the teachers, parents, and children for their participation.