The Influence Of Teacher Literacy Practices, Student Competence In Peer Relationships, Reading Interest, And Self-regulation On Reading Achievement In Elementary Students

Authors

Al B. Lawrence, Florida International UniversityFollow

Document Type

Dissertation

Degree

Doctor of Philosophy (PhD)

Major/Program

Curriculum and Instruction

First Advisor's Name

Joyce C. Fine

First Advisor's Committee Title

Co-committee chair

Second Advisor's Name

Mido Chang

Second Advisor's Committee Title

Co-committee chair

Third Advisor's Name

Andy Pham

Third Advisor's Committee Title

Committee member

Fourth Advisor's Name

Daniela Foerch

Fourth Advisor's Committee Title

Committee member

Keywords

early childhood, third grade, reading achievement, self-regulatory behaviors, self-regulation, executive function, inhibitory control, longitudinal hierarchical linear modeling, structural equation modeling, peer social relations, home language

Date of Defense

6-2-2023

Abstract

A large body of research has established that metacognitive skills positively affect students’ academic achievement. However, much research on children has been done in preschool and kindergarten. Additionally, few studies have used a large-scale sample to examine the specific contributions of executive function, such as inhibitory control, on reading achievement in elementary school-age students. This quantitative collected paper dissertation studied the effects of cognitive regulation among elementary students in first and third grades. This dissertation used data from the Early Childhood Longitudinal Study, Kindergarten (ECLS-K) Class of 2010–11, to explore the effects of literacy behaviors and inhibitory control skills on reading achievement. First, the study used two-way hierarchical linear modeling (HLM) to examine the longitudinal effects of students’ literacy behaviors in first grade, teachers’ instructional practices in reading, and their effects over three school years on reading achievement. Second, using structural equation modeling (SEM), this study explored the effects of latent variables of inhibitory control (IC), students’ peer relationships, students’ interest in reading, and self-regulation on reading achievement in third grade. Demographic variables such as student gender, age, home language, parental education level, and parent level of involvement in school activities were controlled to investigate the effects on reading achievements. Students’ literacy behaviors in first grade significantly affected first-grade reading achievement, but these effects diminished over time. In third grade, the effects of IC and students’ perceived interest in reading were positively and significantly associated with reading performance. Student gender, parent education level, and parent involvement were significantly associated with reading achievement across all grade levels. Student competence in peer relationships did not impact reading performance but positively affected students’ self-regulation. Students’ home language negatively impacted reading performance but was positively related to self-regulation and IC skills. The findings suggest that literacy behaviors and IC continue to impact reading achievement beyond early childhood. Research should examine specific factors that contribute to the differences in gender performance in literacy and self-regulation skills. Home language differences appear to affect students’ IC and self-regulation skills. Further research should focus on the cognitive contributions of second language learning in relation to enhancing IC and self-regulation.

Identifier

FIDC010984

ORCID

0009-0000-2008-6719

Recommended Citation

Lawrence, Al B., "The Influence Of Teacher Literacy Practices, Student Competence In Peer Relationships, Reading Interest, And Self-regulation On Reading Achievement In Elementary Students" (2023). FIU Electronic Theses and Dissertations. 5195.
https://digitalcommons.fiu.edu/etd/5195