Associations among Teacher-Child Interactions, Teacher Curriculum Emphases, and Reading Skills in Grade 1

Autor/inn/en	Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Rasku-Puttonen, Helena; Eskelä-Haapanen, Sirpa; Siekkinen, Martti; Nurmi, Jari-Erik
Titel	Associations among Teacher-Child Interactions, Teacher Curriculum Emphases, and Reading Skills in Grade 1
Quelle	In: Early Education and Development, 28 (2017) 7, S.858-879 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2017.1289768
Schlagwörter	Teacher Student Relationship; Grade 1; Elementary School Students; Elementary School Teachers; Reading Skills; Questionnaires; Teacher Attitudes; Hierarchical Linear Modeling; Foreign Countries; Correlation; Reading Comprehension; Classroom Techniques; Child Behavior; Reading Tests; Educational Attainment; Mothers; Predictor Variables; Curriculum; Role; Finland + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Reading skill; Lesefertigkeit; Fragebogen; Lehrerverhalten; Ausland; Korrelation; Leseverstehen; Klassenführung; Lesetest; Bildungsabschluss; Bildungsgut; Mother; Mutter; Prädiktor; Curricula; Lehrplan; Rahmenplan; Rollen; Finnland
Abstract	Research Findings: The purpose of the present study was to examine the extent to which the quality of teacher-child interactions and teachers' self-reported curriculum emphases are related to children's reading skill development during their 1st school year. To accomplish this, we assessed the reading skills of 1,029 Finnish children (M age = 85.77 months) twice during Grade 1, and the children's teachers (n = 91) completed questionnaires concerning their literacy-related curriculum emphases. In addition, teacher-child interactions in terms of emotional support, classroom organization, and instructional support were observed in 29 classrooms. The results of multilevel modeling showed that a high global quality of teacher-child interactions was positively associated with improved children's reading skills at the end of Grade 1. In addition, a teacher emphasis on comprehension and production skills was related to better reading skills via teacher-child interactions. Domain-specific analyses revealed that emotional support and classroom organization in particular were related to better reading skills. Practice or Policy: The present study adds to previous research by showing that children had better reading skills at the end of their 1st school year in classrooms in which the teachers were warm, responsive, and sensitive to children's needs and provided well-planned activities, clear rules, and expectations for behavior. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01