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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. |
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Titel | Behavior Management and Engagement during Small-Group Instruction as Predictors of Preschoolers' Literacy Skill Outcomes |
Quelle | (2023), (58 Seiten)
PDF als Volltext |
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 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 |