Predictive Role of Classroom Management in Literacy Development in Preschool Children at Risk of EBD

Author:

Chow Jason C.1ORCID,Granger Kristen L.2,Broda Michael D.2,Peterson Nicole2

Affiliation:

1. University of Maryland, College Park, USA

2. Virginia Commonwealth University, Richmond, USA

Abstract

The purpose of this study was to better understand the association between teachers’ incoming classroom management skills and end-of-year literacy skills of preschool children with or at risk of emotional and behavioral disorders. Furthermore, we explored the contribution of students’ incoming engagement and communication skills to end-of-year literacy skills. A series of multilevel models revealed that teacher classroom management predicted end-of-year letter sound fluency, but not letter naming fluency, after controlling for other factors. We conclude with a discussion of these preliminary findings and provide suggestions for future research and practice in early intervention settings.

Funder

Institute of Education Sciences

Publisher

SAGE Publications

Subject

Clinical Psychology,Developmental and Educational Psychology,Education

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