As indicated in the introductory article, this special issue has attempted to represent and illustrate developments in theoretical, methodological, and empirical work related to the role of primary classroom dialogue in supporting children's self-regulation. The articles included report studies carried out in the United Kingdom and Chile (two…

This study is the first to explore the contribution of different types of teacher regulatory talk--directive, guiding, and autonomy supportive talk--in children's development of self-regulation across cultures. Teacher-to-student talk was analyzed under naturalistic conditions in eight Year 4 classrooms, all situated in different primary schools…

This study explored the extent to which parents were able to scaffold their children's Self-Regulated Learning (SRL) in the context of authentic academic tasks and attempted to identify specific dimensions within the parent-child interaction (socioemotional and instructional) that were related to children's SRL. Fifteen Chilean parents and their…