Underlying the research reported in this paper is a theoretical framework which defines the self-regulation of learning as the number and kinds of teaching tasks students perform themselves. Three studies are presented on individual differences in regulation-processes emerging from thinking aloud protocols. Protocols of good and weaker performing…

This study uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) to examine how children's skills and knowledge at kindergarten entry predict their achievement in later grades. It extends previous research by examining longer-term achievement outcomes, namely test scores at the end of fifth grade, and…