The Joint Development of Literacy and Self-Regulation in Early Childhood

Reading is widely thought to rely on a broad range of self-regulation skills, which include competencies such as executive function and effortful control. Yet, some research also posits that literacy skills may be foundational for the development of self-regulation. This chapter summarizes the literature on the connection between literacy and self-regulation in early childhood, arriving at a conceptual model of their bidirectional relations. The conceptual model also considers the role that children’s contexts play in shaping the joint development of literacy and self-regulation. The chapter concludes with a discussion of the implications of the conceptual model for future research and classroom-based practices.