Classroom Management Affects Literacy Development of Students with Emotional and Behavioral Disorders

Autor/inn/en	Garwood, Justin D.; Vernon-Feagans, Lynne
Titel	Classroom Management Affects Literacy Development of Students with Emotional and Behavioral Disorders
Quelle	In: Exceptional Children, 83 (2017) 2, S.123-142 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402916651846
Schlagwörter	Behavior Problems; Student Behavior; Emotional Disturbances; Behavior Disorders; Elementary School Students; Gender Differences; Reading Skills; Reading Achievement; Classroom Techniques; Rural Schools; At Risk Students; Kindergarten; Grade 1; Grade 2; Grade 3; Achievement Tests; Student Characteristics; Socioeconomic Status; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Gefühlsstörung; Geschlechterkonflikt; Reading skill; Lesefertigkeit; Leseleistung; Klassenführung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Socio-economic status; Sozioökonomischer Status
Abstract	Many children with behavior problems perform poorly academically and can disrupt regular classroom instruction. Although good classroom management strategies can benefit children with behavior problems, it is not clear whether these students need consistently good classroom management across the early elementary school years to improve their academic performance. The current study examined the quality of classroom management from kindergarten through third grade experienced by children who were rated as exhibiting symptoms of emotional and behavioral disorders (EBD) in the classroom to understand the cumulative effects in relationship to third-grade reading performance. Results indicated that higher-quality classroom management in the first 4 years of school was significantly related to higher scores on standardized measures of reading achievement in third grade for boys exhibiting EBD, but girls exhibiting EBD appeared unaffected by the quality of teachers' classroom management during this same time. Practitioner implications and future research needs are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01