Evaluated third graders' preferences for reading and writing tasks. Found that students frequently exposed to high-challenge tasks preferred them because they felt creative, experienced positive emotions, and worked hard. Those with less exposure to high-challenge questioned whether they had the appropriate metacognitive ability to complete them.…

Studied discrepancies between Canadian first-graders' home and school literacy contexts regarding the contexts' potential to promote self-regulated approaches to reading and writing. Examined the extent to which differences were reflected in the children's attitudes toward and engagement in reading and writing at school. Found some discontinuity…