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Type of Document Dissertation Author Ciancio, Dennis J. Author's Email Address dciancio@nd.edu URN etd-11262003-102231 Title Early Intervention: Effects Of Behavioral Regulation on Learning and Emerging Self-Competence Degree Doctor of Philosophy Department Psychology Advisory Committee
Advisor Name Title Jeanne D. Day Committee Chair Keywords
- perceived-self competency
- preschool-aged children
- head start
- emergent literacy
- behavioral regulation
Date of Defense 2003-11-24 Availability unrestricted Abstract The purpose of this study was to establish: (1) that Head Start children’s emergentliteracy knowledge would benefit from developmentally appropriate and child-centered
intervention; (2) that children’s emotional expression and regulatory behaviors are
important predictors of interindividual differences in within-individual change in
emergent literacy knowledge; (3) that warm and supportive navigation through a childcentered
intervention would positively affect a child’s perceived-self competence; and (4)
that regular (i.e., daily) contextual assessment of emergent literacy is predictive of less
frequent and more decontextualized assessments of emergent literacy. Children were
randomly assigned to either an enriched literacy intervention group or to an attention
control group. Group differences favoring the enriched literacy intervention group were
found on emergent literacy and perceived-self competence measures. Random effects
models indicated significant within-individual variation in initial status and change in both emergent literacy and perceived-self competence. Group membership, contextual
assessment, regulatory behaviors, and emotional display significantly predicted
individual differences in initial status and change. Preschoolers therefore respond to and
learn from age-appropriate literacy-targeted instruction; behavioral and emotional indices
are important indicators of individual change in literacy ability; and successful and
enjoyable experiences during age-appropriate activities can impact children’s perceivedself
competence. Finally, regular and contextually relevant assessment can be an
important tool used to monitor individual progress in young children’s literacy abilities.
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