The present study included 314 children who had been involved in Project STAR, and explored how two learning-related behaviors, interest in literacy and effortful control, moderated the impact of the literacy intervention on reading outcomes. Results indicated significant associations of both learning-related behaviors with reading, with the children with the highest literacy interest and effortful control in the intervention group showing the highest reading outcomes. These results indicate that accounting for a greater breadth of possible moderators of intervention impacts is an important area to explore.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5312753 | PMC |
| http://dx.doi.org/10.1016/j.lindif.2016.07.005 | DOI Listing |
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