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	(2023), (58 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; Monographie
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. [This paper will be published in "Early Education and Development."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01