Self-regulation effects on letter–word reading are reduced completely after cognitive covariate controls¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q3 · i1 small
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Executive function at 48 months predicts prekindergarten letter–word knowledge (ES = .19) but not growth. → Blair 2015 q3 i? Executive function and combined effortful control report are no longer related to letter–word knowledge after cognitive covariates. → Blair 2015 (2)

Evidence¶

Blair 2015¶

Blair, C., Ursache, A., Greenberg, M., Vernon-Feagans, L., & The Family Life Project Investigators. (2015). Multiple Aspects of Self-Regulation Uniquely Predict Mathematics but Not Letter–Word Knowledge in the Early Elementary Grades. Developmental Psychology. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5264531/

q3 · i1 · associational · r3

Model D growth model. Executive function at 48 months predicted prekindergarten letter–word knowledge: "B = 9.60, SE = 2.08, p < .001, ES = .19". No growth effect was found.

"In Model D of Table 4, executive function at 48 months of age was positively associated with reading achievement at prekindergarten (B = 9.60, SE = 2.08, p < .001, ES = .19) but was unrelated to the acquisition of letter–word knowledge skills across the elementary years."

Blair 2015 (2)¶

Blair, C., Ursache, A., Greenberg, M., Vernon-Feagans, L., & The Family Life Project Investigators. (2015). Multiple Aspects of Self-Regulation Uniquely Predict Mathematics but Not Letter–Word Knowledge in the Early Elementary Grades. Developmental Psychology. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5264531/

q3 · i? · associational · r3

Model E growth model adding processing speed and receptive vocabulary. Self-regulation effects on letter–word knowledge were "no longer related"; no effect size printed for the null result.

"With the addition of the cognitive covariates, executive function and the combined parent and teacher rated effortful control were no longer related to letter–word knowledge."

Discussion¶

Related Claims¶

• The interaction of cortisol and alpha amylase at 48 months is unrelated to math and reading ability at prekindergarten and to growth — related
• Directly assessed effortful control at 48 months predicts prekindergarten math but not reading, and not growth in either — related
• African American children show lower prekindergarten math but faster math growth, and higher prekindergarten letter–word knowledge with slower growth after covariate adjustment — related
• Executive function at 48 months positively predicts mathematics ability at prekindergarten, with effects persisting after cognitive covariate controls — related