Teacher-Perceived Supportive Classroom Climate Protects against Detrimental Impact of Reading Disability Risk on Peer Rejection

Autor/inn/en	Kiuru, Noona; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Siekkinen, Martti; Ahonen, Timo; Nurmi, Jari-Erik
Titel	Teacher-Perceived Supportive Classroom Climate Protects against Detrimental Impact of Reading Disability Risk on Peer Rejection
Quelle	In: Learning and Instruction, 22 (2012) 5, S.331-339 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2011.12.003
Schlagwörter	Reading Difficulties; Class Size; Teaching Experience; Grade 1; Classroom Environment; Rejection (Psychology); Peer Relationship; Resilience (Psychology); Student Behavior; At Risk Students; Kindergarten; Disabilities; Teacher Student Relationship; Interpersonal Competence; Predictor Variables; Correlation; Measures (Individuals) + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Klassengröße; School year 01; 1. Schuljahr; Schuljahr 01; Klassenklima; Unterrichtsklima; Ablehnung; Peer-Beziehungen; Student behaviour; Schülerverhalten; Handicap; Behinderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonale Kompetenz; Prädiktor; Korrelation; Messdaten
Abstract	This study examined the role of a supportive classroom climate, class size, and length of teaching experience as protective factors against children's peer rejection. A total of 376 children were assessed in kindergarten for risk for reading disabilities (RD) and rated by their teachers on socially withdrawn and disruptive behaviors. The grade 1 measures included sociometric peer assessment and teachers' self-ratings of their supportiveness in the classroom, together with information on class size and teaching experience. The results showed, first, that the studied social and learning risk factors positively predicted peer rejection in grade 1. Moreover, teacher-reported supportive classroom climate in grade 1 protected children against the detrimental impact of RD risk on peer rejection. Smaller class size, in turn, served as a protective factor against the detrimental impact of social withdrawal on peer rejection. Finally, shorter teaching experience protected against both social and learning risk factors. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10