Cognitive Mediators of Reading Comprehension in Early Development – Contemporary School Psychology

ABSTRACT Although the empirical relationship between general intelligence and academic achievement is well established, that between specific cognitive abilities and achievement is less so. This study investigated the relationships between specific Cattell-Horn-Carroll (CHC) cognitive abilities and reading comprehension across a large sample of children (N = 835) at different periods of reading development (grades 1–5). Results suggest … [Read More] Cognitive Mediators of Reading Comprehension in Early Development – Contemporary School Psychology

Examining the Predictive Relations Between Two Aspects of Self-regulation and Growth in Preschool Children’s Early Literacy Skills – Developmental Psychology

ABSTRACT There is strong evidence that self-regulatory processes are linked to early academic skills, both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been conducted using autoregressive techniques that may not accurately model change across time. The purpose of this study was to examine the unique associations between 2 components of self-regulation, … [Read More] Examining the Predictive Relations Between Two Aspects of Self-regulation and Growth in Preschool Children’s Early Literacy Skills – Developmental Psychology

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