An educator's guide to self-regulation in the early elementary years

2017 ◽  
Author(s):  
Danielle Tooley
Keyword(s):  
Self Regulation ◽  
Early Elementary ◽  
Elementary Years

scholarly journals Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School

2016 ◽  
Vol 87 (6) ◽  
pp. 1813-1824 ◽  
Author(s):  
Carol McDonald Connor ◽  
Stephanie L. Day ◽  
Beth Phillips ◽  
Nicole Sparapani ◽  
Sarah W. Ingebrand ◽  
...  
Keyword(s):  
Elementary School ◽  
Reading Comprehension ◽  
Self Regulation ◽  
Semantic Knowledge ◽  
Reciprocal Effects ◽  
Early Elementary ◽  
Early Elementary School

scholarly journals Multiple aspects of self-regulation uniquely predict mathematics but not letter–word knowledge in the early elementary grades.

2015 ◽  
Vol 51 (4) ◽  
pp. 459-472 ◽  
Author(s):  
Clancy Blair ◽  
◽  
Alexandra Ursache ◽  
Mark Greenberg ◽  
Lynne Vernon-Feagans
Keyword(s):  
Self Regulation ◽  
Word Knowledge ◽  
Elementary Grades ◽  
Early Elementary ◽  
Letter Word

Specyfika samoregulacji procesu uczenia się dzieci z zaburzeniami sensorycznymi w wieku wczesnoszkolnym

2017 ◽  
Vol LXXVIII (4) ◽  
pp. 277-284
Author(s):  
Anna Akhmetzyanova ◽  
Tatiana V. Artemyeva
Keyword(s):  
Learning Process ◽  
Self Regulation ◽  
Learning Task ◽  
Self Control ◽  
Learning Ability ◽  
Early Elementary ◽  
Hearing Impairments ◽  
New School ◽  
School Conditions ◽  
Sensory Impairments

Specific character of self-regulation of the learning process in children with sensory impairments at an early elementary school age The relevance of studying self-regulation in early elementary schoolchildren is determined by the belief that conscious regulation of the learning process is largely a determining factor of the effectiveness of learning. The learning process in early elementary schoolchildren with sensory impairments has specific features that are conditioned by a malfunction in the visual or auditory analyzers. A low level of self-regulation can lead to a child's poor adaptation to new school conditions and, as a consequence, to poor academic performance. The aim of the study was to identify the features of self-regulation as a component of general learning ability in early elementary schoolchildren with sensory impairments. The pilot study revealed the features of self-regulation in early elementary schoolchildren with visual and hearing impairments which are manifested in a reduced level of motivation and self-control while doing tasks and assessing the results of their work, and also in a slower switching rate when changing activities as compared to their nondisabled peers. The data show that schoolchildren with visual impairments cannot orient their activity toward a specific goal and requirements in a set time period and quickly lose interest in the activities performed. Schoolchildren with hearing impairments, on the other hand, have difficulty organizing their activities and understanding the learning task and actions that need to be performed to complete the task. They also show inertness in self-regulation and self-control. The results of the study will allow us to design intervention programs and activities aimed at developing self-regulation of learning in early elementary schoolchildren with sensory impairments.

Early Elementary Trajectories of Classroom Behavior Self-Regulation: Prediction by Student Characteristics and Malleable Contextual Factors

2020 ◽  
Vol 49 (2) ◽  
pp. 161-177
Author(s):  
Brittany Zakszeski ◽  
Robin L. Hojnoski ◽  
Bridget V. Dever ◽  
George J. DuPaul ◽  
Megan M. McClelland
Keyword(s):  
Classroom Behavior ◽  
Contextual Factors ◽  
Self Regulation ◽  
Student Characteristics ◽  
Early Elementary

scholarly journals Observations of Vocabulary Activities during Second- and Third-Grade Reading Lessons

2018 ◽  
Vol 8 (4) ◽  
pp. 198 ◽  
Author(s):  
Nicole Sparapani ◽  
Joanne Carlisle ◽  
Carol Connor
Keyword(s):  
Future Research ◽  
Early Elementary ◽  
Language And Literacy ◽  
Elementary Years ◽  
Video Observations ◽  
Text Reading ◽  
Future Research Directions ◽  
Third Grade Reading ◽  
Short Answer Questions ◽  
3Rd Grade

Vocabulary instruction is a critical component of language and literacy lessons, yet few studies have examined the nature and extent of vocabulary activities in early elementary classrooms. We explored vocabulary activities during reading lessons using video observations in a sample of 2nd- and 3rd-grade students (n = 228) and their teachers (n = 38). Teachers spent more time in vocabulary activities than has been previously observed. In the fall, 28% of their literacy block was devoted to vocabulary in 2nd grade and 38% in 3rd grade. Our findings suggest that vocabulary activities were most likely to take place prior to reading a text—teachers rarely followed-up initial vocabulary activities after text reading. Analysis of teachers’ discourse moves showed more instructional comments and short-answer questions than other moves; students most frequently engaged in participating talk, such as providing short, simple answers to questions. Students engaged in significantly more talk during vocabulary activities (including generative talk such as initiating an idea) in the spring of 3rd grade than the spring of 2rd grade. These data contribute descriptive information about how teachers engage their students in vocabulary learning during the early elementary years. We discuss implications for practice and future research directions.

scholarly journals Self-Regulation and Academic Measures Across the Early Elementary School Grades: Examining Longitudinal and Bidirectional Associations

2018 ◽  
Vol 29 (7) ◽  
pp. 914-938 ◽  
Author(s):  
Maciel M. Hernández ◽  
Nancy Eisenberg ◽  
Carlos Valiente ◽  
Tracy L. Spinrad ◽  
Sarah K. Johns ◽  
...  
Keyword(s):  
Elementary School ◽  
Self Regulation ◽  
Early Elementary ◽  
School Grades ◽  
Early Elementary School ◽  
Academic Measures ◽  
Bidirectional Associations
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