Behavior Management and Engagement During Small-Group Instruction as Predictors of Preschoolers’ Literacy Skill Outcomes

IF 2.1 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Education and Development Pub Date : 2023-08-02 DOI:10.1080/10409289.2023.2241984

Kandia Lewis, Jessica A. R. Logan, L. J. Thomas, Naomi Schneider, Cynthia M. Zettler-Greeley, Laura L. Bailet, Shayne B. Piasta

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引用次数: 0

Abstract

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.

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小组教学中的行为管理和参与是学龄前儿童识字技能结果的预测因素

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来源期刊

Early Education and Development Multiple-

CiteScore

5.50

自引率

10.30%

发文量

期刊介绍： Early Education and Development (EE&D) is a professional journal for those involved in educational and preschool services and research related to children and their families: early education supervisors, school psychologists, daycare administrators, child development specialists, developmental and child clinical psychologists, and special education administrators. It is designed to emphasize the implications for practice of research and solid scientific information. The age range focused upon is preschool through the primary grades. EE&D is a connecting link between the research community in early education and child development and school district early education programs, daycare systems, and special needs preschool programs.