Abstract
Language and self-regulation develop bidirectionally, and they synergistically affect most aspects of acquiring reading proficiency. Children and youth from historically marginalized communities tend to have less expansive knowledge of academic vocabulary and dialect common to instruction and academic text (i.e., General American English), and limited self-regulation skills relevant to reading, compared to less-marginalized peers. In this article, we argue that language and self-regulation are factors in demographic-related reading opportunity gaps, and that in addition to improving students' access to high-quality explicit phonics instruction, understanding their interactive relationship offers opportunities for schools to reduce disparities in reading outcomes. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
