Relations between self-regulation and early writing: Domain specific or task dependent?
Authors:
- Cynthia S. PuranikCPCynthia S. Puranik
- Emily BossEBEmily Boss
- Shannon WanlessSWShannon Wanless
- 1 January 2019
- journal article
- research article
- Published by Elsevier in Early Childhood Research Quarterly
- Vol. 46, 228-239
Abstract
No abstract availableKeywords
Funding Information
- Institute of Education Sciences (R305A090622, R305A120368)
This publication has 52 references indexed in Scilit:
- Child and Home Predictors of Children's Name WritingChild Development Research, 2012
- Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skillsEarly Childhood Research Quarterly, 2012
- Componential skills of beginning writing: An exploratory studyLearning and Individual Differences, 2011
- Contributions of emergent literacy skills to name writing, letter writing, and spelling in preschool childrenEarly Childhood Research Quarterly, 2011
- Examining the contribution of handwriting and spelling to written expression in kindergarten childrenReading and Writing, 2011
- Measuring behavioral regulation in four societies.Psychological Assessment, 2011
- Modeling the development of written languageReading and Writing, 2010
- From scribbles to scrabble: preschool children’s developing knowledge of written languageReading and Writing, 2009
- Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failureDevelopment and Psychopathology, 2008
- Preschool Program Improves Cognitive ControlScience, 2007