ArticleChild development2016
Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.
Article in Child development, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 25 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
25 citing papers in PubMed.
- Fine motor skills at preschool age and later academic skills: an indirect-effects analysis involving executive function in high-altitude Tibetan preschoolers.Frontiers in psychology · 2026Article
- The Synergy of School Climate, Motivation, and Academic Emotions: A Predictive Model for Learning Strategies and Reading Comprehension.Behavioral sciences (Basel, Switzerland) · 2025Article
- Fostering Elementary School Students' Self-Regulation Skills in Reading Comprehension: Effects on Text Comprehension, Strategy Use, and Self-Efficacy.Behavioral sciences (Basel, Switzerland) · 2025Article
- Bidirectional associations between mental health problems and language ability across 8 years of childhood.European child & adolescent psychiatry · 2024Article
- Reading Comprehension for Students With Reading Disabilities: Progress and Challenges.Learning and individual differences · 2023Article
- Self-regulation in toddlers and the emergence of pre-academic disparities.Infant behavior & development · 2022Article
- Bringing Assessment-to-Instruction (A2i) Technology to Scale: Exploring the Process from Development to Implementation.Journal of educational psychology · 2022Article
- PROTOCOL: School-based language, math, and reading interventions for executive functions in children and adolescents: A systematic review.Campbell systematic reviews · 2022Article
- Vocabulary Learning in Chinese as a Second Language: Exploring the Role of Self-Regulation in Facilitating Vocabulary Knowledge of Second Language Learners.Frontiers in psychology · 2022Article
- Differential Co-Development of Vocabulary Knowledge and Reading Comprehension for Students with and without Learning Disabilities.Journal of educational psychology · 2020Article
- Predicting Second and Third Graders' Reading Comprehension Gains: Observing Students' and Classmates Talk during Literacy Instruction using COLT.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2020Article
- Executive Function: Association with Multiple Reading Skills.Reading and writing · 2019Article
- Cognitive, Intervention, and Neuroimaging Perspectives on Executive Function in Children With Reading Disabilities.New directions for child and adolescent development · 2019Review
- Profiles of Foundational Learning Components among First Graders.Learning and individual differences · 2019Article
- Building Word Knowledge, Learning Strategies, and Metacognition with the Word-Knowledge E-Book.Computers & education · 2019Article
- Red Light, Purple Light! Results of an Intervention to Promote School Readiness for Children From Low-Income Backgrounds.Frontiers in psychology · 2019Article
- Direct and Reciprocal Effects among Social Skills, Vocabulary, and Reading Comprehension in First Grade.Contemporary educational psychology · 2018Article
- Using assessment to individualize early mathematics instruction.Journal of school psychology · 2018Article
- Self-Regulation and Academic Measures Across the Early Elementary School Grades: Examining Longitudinal and Bidirectional Associations.Early education and development · 2018Article
- Inhibition, Updating Working Memory, and Shifting Predict Reading Disability Symptoms in a Hybrid Model: Project KIDS.Frontiers in psychology · 2018Article
Corrections and comments
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Authors and funding
8 authors.
Funding
Abstract
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 "lattice" model with children (n = 852) followed from first to second grade (5.9-10.4 years of age) revealed reciprocal effects for reading and SR, and reading and SK, but not SR and SK. More effective literacy instruction reduced reading stability over time. Findings elucidate the synergistic and reciprocal effects of learning to read on other important linguistic, self-regulatory, and cognitive processes; the value of using complex models of development to inform intervention design; and how learned skills may influence development during middle childhood.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.