Behavior Management and Engagement during Small-Group Instruction as Predictors of Preschoolers' Literacy Skill Outcomes

Autor/inn/en	Lewis, Kandia; Logan, Jessica A. R.; Thomas, Leiah J. G.; Schneider, Naomi; Zettler-Greeley, Cynthia M.; Bailet, Laura L.; Piasta, Shayne B.
Titel	Behavior Management and Engagement during Small-Group Instruction as Predictors of Preschoolers' Literacy Skill Outcomes
Quelle	In: Early Education and Development, 34 (2023) 8, S.1872-1895 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lewis, Kandia) ORCID (Logan, Jessica A. R.) ORCID (Thomas, Leiah J. G.) ORCID (Schneider, Naomi) ORCID (Zettler-Greeley, Cynthia M.) ORCID (Bailet, Laura L.) ORCID (Piasta, Shayne B.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2023.2241984
Schlagwörter	Preschool Children; Preschool Education; Small Group Instruction; Child Behavior; Self Management; Teacher Role; Literacy; Learner Engagement; Predictor Variables; Knowledge Level; Phonological Awareness; Vocabulary Development; At Risk Students; Alphabets; Writing Ability; Expressive Language; Intervention; Preschool Teachers; Achievement Gains; Literacy Education + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Selbstmanagement; Lehrerrolle; Alphabetisierung; Schreib- und Lesefähigkeit; Prädiktor; Wissensbasis; Wortschatzarbeit; Buchstabenschrift; Schreibkompetenz; Erzieher; Erzieherin; Kindergärtnerin; Achievement gain; Leistungssteigerung
Abstract	Research Findings: The current study examined whether collective small-group behavioral engagement and teacher behavior management during small-group instruction predicted print knowledge, phonological awareness, letter writing, and expressive vocabulary gains for preschoolers at-risk for literacy difficulties. This study, part of a larger project, included 23 teachers delivering a small-group literacy intervention to 75 preschool children identified as at-risk for literacy difficulties. Hierarchical linear modeling results revealed that collective small-group behavioral engagement was predictive of child expressive vocabulary gains (d = 0.13), but teacher behavior management was not a significant predictor. Practice or Policy: The results demonstrate that high levels of collective small-group behavioral engagement during small-group literacy instruction contributed small positive effects to preschoolers' expressive vocabulary skills. As many small-group interventions are intended for children at-risk for literacy difficulties, these results are promising because preschool children at-risk for literacy difficulties appear to benefit from the intervention when collective small-group behavioral engagement is high. Including activities that prompt strong child engagement may be a critical factor in realizing the full potential of small-group literacy instruction in young children. [For the corresponding grantee submission, see ED629742.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01