The Kindergarten Readiness Research Program

Our team works to develop ways to both measure and improve self-regulation skills in young children.

We are a team of faculty and students dedicated towards helping young children enter school ready to learn!

The Lab is led by Dr. Megan McClelland, the Director of the Hallie Ford Center for Healthy Children and Families. Her research, along with the work of many others, continues to show that early self-regulation skills (or the conscious control of thoughts, feelings and behavior) are important for academic success. As a research lab, our team works to develop ways to both measure and improve self-regulation skills in young children.

Head-Toes-Knees-Shoulders (HTKS)
Measure of Self-Regulation

The HTKS task of self-regulation is a valid and reliable measure of self-regulation that has been translated into over 20 languages and is being used worldwide.

   Go to webpage

Red Light, Purple Light (RLPL) Intervention

The Red Light, Purple Light Intervention focuses on a series of music- and movement-based circle time games that can be used to promote young children's self-regulation at home and at school.

   Go to webpage

Looking for Undergraduate Research Assistants

Our team will be working with children participating in our Red Light, Purple Light Self-Regulation Intervention and are looking for undergraduate students who may interested in joining our team.

   Details & apply

New grant

Principal Investigator

Megan McClelland (Oregon State University)

Co-Principal Investigators

Tominey, S. L. (Oregon State University), Geldhof, G. J. (Oregon State University), Schmitt, S. A. (University of Oregon)


Hatfield, B. (Oregon State University), Li, T. (Oregon State University), & Mashburn, A. (Portland State University)




Institute of Education Sciences, U.S. Department of Education.


This project will test the initial efficacy of Red Light, Purple Light (RLPL), a self-regulation intervention that was developed as part of an IES grant. Researchers will examine if access to one of two versions of RLPL, (self-regulation [SR] or SR+ math/literacy [SR+]), compared to a wait-list control (WLC) condition relates to gains in children's self-regulation, math, and literacy skills in preschool and six months later.


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