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Foundational Competencies in Executive Functioning,
Attention, and Engagement
Children’s reading and literacy learning becomes easy when they have foundational competencies that enable learning. We have attempted to identify and develop assessment of foundational competencies for school readiness and academic skills, focusing on children’s attention, engagement, self-regulation, and executive functions.
Recent Works
Silcox, A., & Son, S. C. (2023, March). The Predictability of Literacy Interest in Preschool-Age Children: Comparing Teacher, Parent, and Child Report Measures [Poster session]. Society for Research in Child Development Biennial Meeting. Salt Lake City, UT.
Son, S. C., Baroody, A. E., & Opatz, M. O. (2023). Measuring preschool children’s engagement behaviors during classroom shared reading: Construct and concurrent validity of the Shared Reading Engagement Rating Scale. Early Childhood Research Quarterly, 64(3), 47-60. https://doi.org/10.1016/j.ecresq.2023.02.001
Son, S.C., & Silcox, A. (2023). Research to practice: Supporting literacy interst in young children. Literacy Today.
Son, S. C., Choi, J., & Kwon, K.-A. (2019). Reciprocal associations between inhibitory control and early academic skills: Evidence from a nationally representative sample of Head Start children. Early Education and Development, 30(4), 456-477. doi: 10.1080/10409289.2019.
Son, S. C., & Chang, Y. E. (2018). Child care experiences and school readiness: The mediating role of executive functions and emotionality. Infant and Child Development, e2087. doi: 10.1002/icd.2087.
Son, S. C., & Tineo, M. F. (2016). Mothers’ attention-getting utterances during shared book reading: Links to low-income preschoolers’ engagement, visual attention, and early literacy. Infant and Child Development, 25, 259-282. doi: 10.1002/icd.1932