The relationship between preschoolers' engagement in book reading and self-regulation

Update item information
Publication Type honors thesis
School or College College of Education
Department Elementary Education
Faculty Mentor Seung-Hee Claire Son
Creator Fields, Aalia
Title The relationship between preschoolers' engagement in book reading and self-regulation
Year graduated 2016
Description Children's engagement in literacy-related tasks has been identified as a contributor of literacy skills and achievement for elementary age children (Guthrie, Wigfield, & You, 2012). However, literature is limited on the development of reading engagement and its predictors, especially for young preschool children who are beginning to experience reading activities at school and develop literacy interest. Engagement in learning tasks is a multidimensional concept, encompassing regulation of behavioral (e.g., involvement in activities and following directions), cognitive (e.g., regulation of attention and commitment to the learning process), and emotional elements (e.g., affective reactions to teachers, peers, and activities) (Fredericks, Blumenfeld, & Paris, 2004). Given the importance of regulation of these components, it is likely that engagement may be influenced by children's self-regulation (SR) skills -regulation of attention, working memory, and inhibitory control. Our current study assessed children's engagement during a whole-class reading activity with a multifaceted measure in an attempt to answer the following research questions: (1) How do preschoolers' reading engagement develop over the school year? ; and (2) Are reading engagement and SR scores associated? Participants of the study were preschoolers from low-income backgrounds (N=175, aged 3-5) from three Head Start sites in urban areas of Mountain West Regions. Preschoolers' skills were assessed during fall and spring of the school year. Teachers reported children's engagement in classroom reading, and SR skills were directly observed using a behavioral regulation task.
Type Text
Publisher University of Utah
Subject Reading (Preschool); Human behavior
Language eng
Rights Management (c) Aalia Fields
Format Medium application/pdf
Format Extent 25,074 bytes
Identifier honors/id/20
Permissions Reference URL
ARK ark:/87278/s60w1p21
Setname ir_htoa
Date Created 2016-06-27
Date Modified 2018-10-30
ID 205672
Reference URL
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