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

REFERENCES

• Al Otaiba, S., & Fuchs, D. (2002). Characteristics of children who are unresponsive to early literacy intervention: A review of the literature. Remedial and Special Education, 23, 300–316. doi:10.1177/07419325020230050501
   Web of Science ®Google Scholar
• Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39, 414–431. doi:10.1177/00222194060390050401
   PubMed Web of Science ®Google Scholar
• Baker, L. (2005). Developmental differences in metacognition: Implications for metacognitively oriented reading instruction. In S. E. Israel, C. C. Block, K. L. Bauserman, & K. Kinnucan-Welsch (Eds.), Metacognition in literacy learning: Theory, assessment, instruction, and professional development (pp. 61–79). Mahwah, NJ: Erlbaum.
   Google Scholar
• Baker, L., & Beall, L. C. (2009). Metacognitive processes and reading comprehension. In S. E. Israel & G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 373–388). New York, NY: Routledge.
   Google Scholar
• Barnett, S. W., Jung, K., Yarosza, D. J., Thomas, J., Hornbeck, A., Stechuk, R., & Burns, S. (2008). Educational effects of the Tools of the Mind curriculum: A randomized trial. Early Childhood Research Quarterly, 23, 299–313. doi:10.1016/j.ecresq.2008.03.001
   Web of Science ®Google Scholar
• Beck, I., McKeown, M., & Kucan, L. (1997). Questioning the author: An approach for enhancing student engagement with text. Newark, DE: International Reading Association.
   Google Scholar
• Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81, 1641–1660. doi:10.1111/j.1467-8624.2010.01499.x
   PubMed Web of Science ®Google Scholar
• Bindman, S. W., Hindman, A. H., Bowles, R. P., & Morrison, F. J. (2013). The contributions of parental management language to executive function in preschool children. Early Childhood Quarterly, 28, 529–539. doi:10.1016/j.ecresq.2013.03.003
   PubMed Web of Science ®Google Scholar
• Birgisdóttir, F. (2012). Hlutverk orðhlutavitundar í lestrarnámi: Niðurstöður úr langtímarannsókn á þroska, mál og læsi grunnskólabarna [The role of morphological awareness in the acquisition of literacy: Results from a three-year longitudinal study]. Ráðstefnurit Netlu – Menntakvika 2012. Retrieved from http://netla.hi.is/menntakvika2012/005.pdf
   Google Scholar
• Birgisdóttir, F., Ragnarsdóttir, H., & Gestsdóttir, S. (2013, August). The effect of verbal and nonverbal skills on the acquisition of reading in an orthographically consistent orthography: Evidence from a longitudinal study of Icelandic-speaking pre-school children. Paper presented at the 15th Biennal EARLI Conference, Munchen.
   Google Scholar
• Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57, 111–127. doi:10.1037/0003-066X.57.2.111
   PubMed Web of Science ®Google Scholar
• Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647–663. doi:10.1111/j.1467-8624.2007.01019.x
   PubMed Web of Science ®Google Scholar
• Blair, C., & Ursache, A. (2011). A bidirectional model of executive functions and self-regulation. In R. Baumeister & K. Vohs (Eds.), Handbook of self-regulation (2nd ed., pp. 300–320). New York, NY: Guilford Press.
   Google Scholar
• Bodrova, E., & Leong, D. J. (2006). Self-regulation as a key to school readiness: How early childhood teachers can promote this critical competency. In M. Zaslow & I. Martinez-Beck (Eds.), Critical issues in early childhood professional development (pp. 203–224). Baltimore, MD: Brookes.
   Google Scholar
• Borella, E., Carretti, B., & Pelegrina, S. (2010). The specific role of inhibition in reading comprehension in good and poor comprehenders. Journal of Learning Disabilities, 43, 541–552. doi:10.1177/0022219410371676
   PubMed Web of Science ®Google Scholar
• Bronson, M. B., Tivnan, T., & Seppanen, P. S. (1995). Relations between teacher and classroom activity variables and the classroom behaviors of prekindergarten children in Chapter 1 funded programs. Journal of Applied Developmental Psychology, 16, 253–282. doi:10.10.16/0193-39-73(95)90035-7
   Web of Science ®Google Scholar
• Bus, A. G., & van IJzendoorn, M. H. (1999). Phonological awareness and early reading: A meta-analysis of experimental training studies. Journal of Educational Psychology, 91, 403–414. doi:10.1037/0022-0663.91.3.403
   Web of Science ®Google Scholar
• Cain, K. (2006). Individual differences in children’s memory and reading comprehension: An investigation of semantic and inhibitory deficits. Memory, 14, 553–569. doi:10.1080/09658210600624481
   PubMed Web of Science ®Google Scholar
• Cain, K., & Oakhill, J. (2007). Reading comprehension difficulties: Correlates, causes, and consequences. In K. Cain & J. Oakhill (Eds.), Children’s comprehension problems in oral and written language: A cognitive perspective (pp. 41–75). New York, NY: Guilford Press.
   Google Scholar
• Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96, 31–42. doi:10.1037/0022-0663.96.1.31
   Web of Science ®Google Scholar
• Caravolas, M., Hulme, C., & Snowling, M. G. (2001). The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of Memory and Language, 45, 751–774. doi:10.1016/j.jecp.2005.01.003
   Web of Science ®Google Scholar
• Cartwright, K. B. (2009). The role of cognitive flexibility in reading comprehension: Past, present, and future. In S. E. Israel & G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 115–139). New York, NY: Routledge.
   Google Scholar
• Center on the Developing Child at Harvard University. (2011). Building the brain’s “air traffic control” system: How early experiences shape the development of executive function (Working Paper No. 11). Retrieved from http://www.developingchild.harvard.edu
   Google Scholar
• City of Reykjavik, Department of Education. (2011). Niðursstöðurlesskimunar í grunnskólum Reykjavíkur [Results of an annual screening test of reading difficulties in primary schools in Reykjavík]. Retrieved from http://www.reykjavik.is/Portaldata/1/Resources/Skola_og_fristundasvid/skjol/heildarskyrsla_2011.pdf
   Google Scholar
• Dahlin, K. I. E. (2011). Effects of working memory training on reading in children with special needs. Reading and Writing, 24, 479–491. doi:10.1007/s11145-010-9238-y
   Web of Science ®Google Scholar
• de Corte, E., Verschaffel, L., & Van De Ven, A. (2001). Improving text comprehension strategies in upper primary school children: A design experiment. British Journal of Educational Psychology, 71, 531–559. doi:10.1348/000709901158668
   PubMed Web of Science ®Google Scholar
• de Jong, P. F., & Olson, R. K. (2004). Early predictors of letter knowledge. Journal of Experimental Child Psychology, 88, 254–273. doi:http://10.1016/j.jecp.2004.03.007
   PubMed Web of Science ®Google Scholar
• de Jong, P. F., & van der Leij, A. (1999). Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study. Journal of Educational Psychology, 91, 450–476. doi:10.1037/0022-0663.91.3.450
   Web of Science ®Google Scholar
• DeBeni, R., & Palladino, P. (2000). Intrusion errors in working memory tasks: Are they related to reading comprehension ability? Learning and Individual Differences, 12, 131–143. doi:10.1016/S1041-6080(01)00033-4
   Web of Science ®Google Scholar
• Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007, November 30). Preschool program improves cognitive control. Science, 318, 1387–1388. doi:10.1126/Science1151148
   PubMed Web of Science ®Google Scholar
• Einarsdóttir, J. (2003). The role of playschools and playschool teachers: Icelandic playschool educators’ discourses. Early Years, 23, 103–116. doi:10.1080/09575140303110
   Google Scholar
• Enders, C. K., & Tofighi, D. (2007). Centering predictor variables in cross-sectional multilevel models: A new look at an old issue. Psychological Methods, 12, 121–138.
   PubMed Web of Science ®Google Scholar
• Florit, E., Roch, M., & Levorato, M. C. (2013). Listening text comprehension in pre-schoolers: A longitudinal study on the role of semantic components. Reading and Writing. Advance online publication. doi:10.1007/11145-013-9464-1
   Web of Science ®Google Scholar
• Foulin, J. N. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing, 18, 129–155. doi:10.1007/s11145-004-5892-2
   Google Scholar
• Foy, J. G., & Mann, V. A. (2013). Executive function and early reading skills. Reading and Writing, 26, 453–472. doi:10.1007/s11145-012-9376-5
   Web of Science ®Google Scholar
• Friedlmeier, W., Corapci, F., & Cole, P. M. (2011). Emotion socialization in cross-cultural perspective. Social and Personality Compass, 5, 410–427. doi:10.1111/j.1751-9004.2011.00362.x
   Google Scholar
• Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134, 31–60. doi:10.1037/0033-2909.134.1.31
   PubMed Web of Science ®Google Scholar
• Gathercole, S. E., & Pickering, S. J. (2000). Working memory deficits in children with low achievements in the national curriculum at 7 years of age. British Journal of Educational Psychology, 70, 177–194. doi:10.1348/000709900158047
   PubMed Web of Science ®Google Scholar
• Gestsdóttir, S., von Suchodoletz, A., Wanless, S. B., Hubert, B., Guimard, P., Birgisdóttir, F., … McClelland, M. M. (2014). Early behavioral self-regulation, gender, and academic achievement: Longitudinal findings from France, Germany, and Iceland. Applied Developmental Science, 18, 90–109. doi:10.1080/10888691.2014.894870
   Web of Science ®Google Scholar
• Gestsdóttir, S., Suchodoletz, A. V., Wanless, S. B., Hubert, B., Guimard, P., Birgisdóttir, F., … McClelland, M. (2014). Early behavioral self-regulation, gender, and academic achievement: Longitudinal findings from France, Germany, and Iceland. Applied Developmental Science, 18, 90–109. doi:10.1080/10888691.2014.894870
   Web of Science ®Google Scholar
• Gombert, J. E. (1992). Metalinguistic development. Hemel Hempstead, England: Harverster Wheatsheaf.
   Google Scholar
• Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., … Tonks, S. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96, 403–423. doi:10.1037/0022-0663.96.3.403
   Web of Science ®Google Scholar
• Hulme, C., Bowyer-Crane, C., Carroll, J., Duff, F. J., & Snowling, M. (2012). The causal role of phoneme awareness and letter-sound knowledge in learning to read: Combining intervention studies with mediation analyses. Psychological Science, 23, 572–577.
   PubMed Web of Science ®Google Scholar
• Ivrendi, A. (2011). Influence of self-regulation on the development of children’s number sense. Early Childhood Education Journal, 39, 239–247. doi:10.1007/s10643-011-0462-
   Google Scholar
• Kendeou, P., van den Broek, P., White, M. J., & Lynch, J. S. (2009). Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. Journal of Educational Psychology, 101, 765–778. doi:10.1037/a0015956
   Web of Science ®Google Scholar
• Kirby, J. R., Desrochers, A., Roth, L., & Lai, S. V. (2008). Longitudinal predictors of word reading development. Canadian Psychology, 49, 103–110. doi:10.1037/0708-5591.49.2.103
   Web of Science ®Google Scholar
• Levin, I., Shatil-Carmon, S., & Asif-Rave, O. (2006). Learning of letter names and sounds and their contribution to word recognition. Journal of Experimental Child Psychology, 93, 139–165. doi:10.1016/j.jecp.2005.08.002
   PubMed Web of Science ®Google Scholar
• Little, R. J. A. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83(404), 1198–1202.
   Web of Science ®Google Scholar
• Lutz, S. L., Guthrie, J. T., & Davis, M. H. (2006). Scaffolding for engagement in elementary school reading instruction. Journal of Educational Research, 100, 3–20. doi:10.3200/JOER.100.1.3-20
   Web of Science ®Google Scholar
• Matthews, J. M., Ponitz, C., & Morrison, F. J. (2009). Early gender differences in self-regulation and academic achievement. Journal of Educational Psychology, 101, 689–704. doi:10.1037/a0014240
   Web of Science ®Google Scholar
• McClelland, M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21, 471–490. doi:10.1016/j.ecresq.2006.09.003
   Web of Science ®Google Scholar
• McClelland, M. M., & Cameron, C. E. (2012). Self-regulation in early childhood: Improving conceptual clarity and development ecologically valid measures. Child Development Perspectives, 6, 136–142. doi:10.1111/j.1750.8606.2011.00191x
   Web of Science ®Google Scholar
• McClelland, M. M., Ponitz, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43, 947–959. doi:10.1037/0012-1649.43.4.947
   PubMed Web of Science ®Google Scholar
• McClelland, M. M., Ponitz, C. E., Messersmith, E., & Tominey, S. (2010). Self-regulation: The integration of cognition and emotion. In R. Lerner (Series Ed.) & W. Overton (Vol. Ed.), Handbook of life-span development: Vol. 1. Cognition, biology and methods (pp. 509–553). Hoboken, NJ: Wiley.
   Google Scholar
• Meneghetti, C., Carretti, B., & De Beni, R. (2006). Components of reading comprehension and scholastic achievement. Learning and Individual Differences, 16, 291–301. doi:10.1016/j.lindif.2006.11.001
   Web of Science ®Google Scholar
• Messick, D. M., & van de Geer, J. P. (1981). A reversal paradox. Psychological Bulletin, 90, 582–593.
   Web of Science ®Google Scholar
• Morris, P., Mattera, S. K., Castells, N., Bangser, M., Bierman, K., & Raver, C. (2014). Impact findings from the Head Start CARES demonstration: National evaluation of three approaches to improving preschoolers’ social and emotional competence (OPRE Report No. 2014–44). Retrieved from the MDRC website: http://www.mdrc.org/sites/default/files/HSCares_2014%20Impact%20Report.pdf
   Google Scholar
• Muthén, B., & Asparouhov, T. (2010). Bayesian analysis using Mplus: Technical implementation. Retrieved from http://www.statmodel.com/download/Bayes3.pdf
   Google Scholar
• Muthén, B., & Asparouhov, T. (2012). Bayesian structural equation modeling: A more flexible representation of substantive theory. Psychological Methods, 17, 313–335.
   PubMed Web of Science ®Google Scholar
• Neuenschwander, R., Röthlisberger, M., Cimeli, P., & Roebers, C. M. (2012). How do different aspects of self-regulation predict successful adaptation to school? Journal of Experimental Child Psychology, 113, 353–371. doi:10.1016/j.jecp.2012.07.004
   PubMed Web of Science ®Google Scholar
• Oakhill, J. V., & Cain, K. (2003). The development of comprehension skills. In T. Nunes & P. Bryant (Eds.), Handbook of children’s literacy (pp. 155–180). Dordrecht, The Netherlands: Kluwer Academic.
   Google Scholar
• Oakhill, J. V., & Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16, 91–121. doi:10.1080/10888438.2010.529219
   Web of Science ®Google Scholar
• Oakhill, J., Hartt, J., & Samols, D. (2005). Levels of comprehension monitoring and working memory in good and poor comprehenders. Reading and Writing, 18, 657–686. doi:10.1007/s11145-005-3355-z
   Google Scholar
• Organisation for Economic Co-operation and Development. (2010). PISA 2009 results: What students know and can do—Student performance in reading, mathematics and science (Vol. 1). Paris, France: Author.
   Google Scholar
• Ponitz, C., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early Childhood Research Quarterly, 23, 141–158. doi:10.1016/j.ecresq.2007.01.004
   Web of Science ®Google Scholar
• Ponitz, C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45, 605–619. doi:10.1037/a0015365
   PubMed Web of Science ®Google Scholar
• Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP’S impact on low-income preschoolers’ preacademic skills: Self-regulation as a mediating mechanism. Child Development, 82, 362–378. doi:10.1111/j.1467-8624.2010.01561
   PubMed Web of Science ®Google Scholar
• Roman, A. A., Kirby, J. R., Parrila, R. K., Wade-Woolley, L., & Deacon, H. S. (2009). Toward a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8. Journal of Experimental Child Psychology, 102, 96–113. doi:10.1016/j.jecp.2008.01.004
   PubMed Web of Science ®Google Scholar
• Scarborough, H. (2002). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 97–110). New York, NY: Guilford Press.
   Google Scholar
• Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96, 265–282. doi:10.1037/0022-0663.96.2.265
   Web of Science ®Google Scholar
• Schunk, D. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40, 85–94. doi:10.1207/s15326985ep4002_3
   Web of Science ®Google Scholar
• Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23, 7–25. doi:10.1080/10573560600837578
   Google Scholar
• Sesma, H. W., Mahone, E. M., Levine, T., Eason, S. H., & Cutting, L. E. (2009). The contribution of executive skills to reading comprehension. Child Neuropsychology, 15, 232–246. doi:10.1080/09297040802220029
   PubMed Web of Science ®Google Scholar
• Seymour, P. H. K. (2005). Early reading development in European orthographies. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 96–315). Oxford, England: Blackwell.
   Google Scholar
• Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academies Press.
   Google Scholar
• Souvignier, E., & Mokhlesgerami, J. (2006). Using self-regulation as a framework for implementing strategy instruction to foster reading comprehension. Learning and Instruction, 16, 57–71. doi:10.1016/j.learninginstruc.2005.12.2006
   Web of Science ®Google Scholar
• Suchodoletz, A. V., Gestsdóttir, S., Wanless, S. B., McClelland, M. M., Birgisdóttir, F., Gunzenhauser, C., & Ragnarsdottir, H. (2013). Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland. Early Childhood Research Quarterly, 28, 62–73. doi:10.1016/j.ecresq.2012.05.003
   Web of Science ®Google Scholar
• Swanson, H. L., & Jermane, O. (2007). The influence of working memory on reading growth in subgroups of children with reading disabilities. Journal of Experimental Child Psychology, 96, 249–283. doi:10.1016/j.jecp.2006.12.004
   PubMed Web of Science ®Google Scholar
• Tominey, S. L., & McClelland, M. M. (2011). Red light, purple light: Findings from a randomized trial using circle time games to improve behavioral self-regulation in preschool. Early Education & Development, 22, 489–519. doi:10.1080/10409289.2011.574258
   Web of Science ®Google Scholar
• Toplak, M. E., West, R. F., & Stanovich, K. E. (2013). Practitioner review: Do performance-based measures and ratings of executive function assess the same construct? Journal of Child Psychology and Psychiatry, 54, 131–143. doi:10.1177/0963721413480174
   PubMed Web of Science ®Google Scholar
• Vaszonyi, A. T., & Huang, L. (2010). Where self-control comes from: On the development of self-control and its relationship to deviance over time. Developmental Psychology, 46, 245–256. doi:10.1037/a0016538
   PubMed Web of Science ®Google Scholar
• von Suchodoletz, A., Gestsdóttir, S., Wanless, S. B., McClelland, M. M., Birgisdóttir, F., Gunzenhauser, C., & Ragnarsdottir, H. (2013). Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland. Early Childhood Research Quarterly, 28, 62–73. doi:10.1016/j.ecresq.2012.05.003
   Web of Science ®Google Scholar
• Wanless, S. B., McClelland, M. M., Acock, A. C., Ponitz, C., Son, S.-H., Lan, X., … Li, S. (2011). Measuring behavioral regulation in four cultures. Psychological Assessment, 23, 364–378. doi:10.1037/a0021768
   PubMed Web of Science ®Google Scholar
• Wanless, S. B., McClelland, M. M., Lan, X., Son, S-H., Cameron, C. E., Morrison, F. J., … Sung, M. (2013). Gender differences in behavioral regulation in four societies: The U.S., Taiwan, South Korea, and China. Early Childhood Research Quarterly, 28, 621–633. doi:10.1016/j.ecresq.2013.04.002
   Web of Science ®Google Scholar
• Wasik, B. A., & Bond, A. M. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93, 243–250. doi:10.1037//0022-O663.93.2.243
   Web of Science ®Google Scholar
• Welsh, J. A., Nix, R. L., Blair, C., Bierman, K. L., & Nelson, K. E. (2010). The development of cognitive skills and gains in academic school readiness for children from low-income families. Journal of Educational Psychology, 102, 43–53. doi:10.1037/a0016738
   PubMed Web of Science ®Google Scholar
• Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., & Fischell, J. E. (1994). A picture book reading intervention in day care and home for children from low income families. Developmental Psychology, 30, 679–689. doi:10.1037/0012-1649.30.5.679
   Web of Science ®Google Scholar
• Xuezhao, L., Legare, C. H., Ponitz, C., Li, S., & Morrison, F. J. (2011). Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers. Journal of Experimental Child Psychology, 108, 677–692. doi:10.1016/j.jecp.2010.11.001
   PubMed Web of Science ®Google Scholar
• Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekarts, P. Pintrich, & M. Zeidner (Eds.), Self-regulation: Theory, research, and applications (pp. 13–39). New York, NY: Guilford Press.
   Google Scholar
• Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 1–38). Mahwah, NJ: Erlbaum.
   Google Scholar
• Zinar, S. (2000). The relative contributions of word identification skill and comprehension-monitoring behavior to reading comprehension ability. Contemporary Educational Psychology, 25, 363–377. doi:10.1006/ceps.2000.1024
   PubMed Web of Science ®Google Scholar