The purpose of this study was to better understand the association between teachers’ incoming classroom management skills and end-of-year literacy skills of preschool children with or at risk of emotional and behavioral disorders. Furthermore, we explored the contribution of student’s incoming engagement and communication skills to end-of-year literacy skills. A series of multilevel models revealed that teacher classroom management predicted end-of-year letter sound fluency, but not letter naming fluency, after controlling for other factors. We conclude with a discussion of these preliminary findings and provide suggestions for future research and practice in early intervention settings. (author abstract)
Predictive role of classroom management in literacy development in preschool children at risk of EBD
Description:
Resource Type:
Reports & Papers
Country:
United States
- Related Resources
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
- You May Also Like
These resources share similarities with the current selection.
Developing early literacy: Report of the National Early Literacy Panel: A scientific synthesis of early literacy development and implications for intervention
Literature Review
Executive summary: Developing early literacy: Report of the National Early Literacy Panel: A scientific synthesis of early literacy development and implications for intervention
Executive Summary
Effective behavior management in preschool classrooms and children's task orientation: Enhancing emergent literacy and language development
Reports & Papers