Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement

Autor/inn/en	Ponitz, Claire Cameron; Rimm-Kaufman, Sara E.; Grimm, Kevin J.; Curby, Timothy W.
Titel	Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement
Quelle	In: School Psychology Review, 38 (2009) 1, S.102-120 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Structural Equation Models; Reading Achievement; Kindergarten; Reading Skills; Language Skills; Educational Quality; Student Behavior; Classroom Environment; Correlation; Low Income Groups; Rural Schools; Student Participation; Observation; At Risk Students; Predictor Variables; Socioeconomic Status + Suchen Sie Ihr Suchwort? Leseleistung; Reading skill; Lesefertigkeit; Language skill; Sprachkompetenz; Quality of education; Bildungsqualität; Student behaviour; Schülerverhalten; Klassenklima; Unterrichtsklima; Korrelation; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Beobachtung; Prädiktor; Socio-economic status; Sozioökonomischer Status
Abstract	This study examined the extent to which kindergarteners' classroom behavioral engagement mediated the relation between global classroom quality and children's reading achievement. A structural equation framework was used to analyze data collected in a primarily low-income rural sample (N = 171). Children's reading achievement was measured in the fall and spring of the school year. Observers rated the overall quality of teachers' interactions with their students three times during the year. Children's classroom behavioral engagement was based on several observations and end-of-year teacher ratings. Controlling for family sociodemographic risk and fall reading skill, higher classroom quality was expected to predict higher reading achievement, both directly and indirectly, through promoting behavioral engagement. Results from structural equation modeling supported the indirect effects solution only. Discussion highlights how classrooms providing rich, positive interactions predict literacy achievement by effectively engaging children. (Contains 2 figures and 2 tables.) (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10