Abstract Reading competence is one of the main gateways to learning and serves as the foundation for nearly all academic subjects, but reading is not a natural skill. For beginning and struggling readers, the process of learning to read is often fraught with frustration. Thus, abilities to manage affect or emotions and maintain attention or focus (i.e. emotional self-regulation processes) are critical for literacy development and reading competence. Building on bio-social-ecological systems and contextual-developmental frameworks, we present a model of reading competence to integrate multidisciplinary empirical research on the fit between children’s emotional self-regulation processes and their literacy contexts and how these person-in-context dynamics influence reading competence through reading motivation and engagement. We present empirical research in support of the pathways in this model of reading competence, and call for increased multidisciplinary research that takes into consideration children’s literacy contexts and their neurobiological and behavioral assets as well as vulnerabilities in order to better understand the dynamical cognitive-emotional-motivational processes that underlie the development of reading competence from early childhood through young adulthood, including the timing and mechanisms of change to target for reading interventions to have optimal impact.

中文翻译：

---

阅读能力的途径：情绪自我调节，读写环境和具体的学习过程

摘要阅读能力是学习的主要途径之一，几乎是所有学术学科的基础，但阅读并不是一种自然的技能。对于初学者和苦苦挣扎的读者来说，学习阅读的过程常常充满挫败感。因此，管理情感或情绪并保持注意力或注意力的能力（即情绪自我调节过程）对于读写能力的发展和阅读能力至关重要。基于生物社会生态系统和情境发展框架，我们提出了一种阅读能力模型，以整合多学科实证研究，研究儿童情绪自我调节过程与识字情境之间的契合度以及这些人在上下文中的动态如何影响通过阅读动机和参与度来提高阅读能力。