The DOI matches its Crossref record; 9 of the 9 references it cites were found in a registry or an index.
Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement
Abstract
.This study examined the extent to which kindergarteners' classroom behavioral engagement mediated the relation between global classroom quality and children's reading achievement. A structural equation framework was used to analyze data collected in a primarily low-income rural sample (N = 171). Children's reading achievement was measured in the fall and spring of the school year. Observers rated the overall quality of teachers' interactions with their students three times during the year. Children's classroom behavioral engagement was based on several observations and end-of-year teacher ratings. Controlling for family sociodemographic risk and fall reading skill, higher classroom quality was expected to predict higher reading achievement, both directly and indirectly, through promoting behavioral engagement. Results from structural equation modeling supported the indirect effects solution only. Discussion highlights how classrooms providing rich, positive interactions predict literacy achievement by effectively engaging children.
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Cites
School Engagement: Potential of the Concept, State of the Evidence
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Practical issues in structural modeling
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“Unclear or weak links between educational factors and achievement may reflect a tendency to overlook underlying mechanisms or proximal processes (Bronfenbrenner & Morris, 2006; Connor et al., 2005; Guthrie et al., 2001).”
BackgroundPreschool Program Improves Cognitive Control
Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007) · Science · doi:10.1126/science.1151148 · Cited by 2,025
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Children's social and scholastic lives in kindergarten: related spheres of influence?
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What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension.
Ouellette, G. P. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.3.554 · Cited by 1,027
Investigating Teacher-Student Interactions That Foster Self-Regulated Learning
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Cited by
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011) · Review of Educational Research · doi:10.3102/0034654311421793 · Cited by 2,370
Phonological skills and their role in learning to read: A meta-analytic review.
Melby-Lervåg, M., Lyster, S.-A. H., & Hulme, C. (2012) · Psychological Bulletin · doi:10.1037/a0026744 · Cited by 1,292
Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. Y. (2017) · School Psychology Review · doi:10.17105/spr-2017-0035.v46-3 · Cited by 612
Instructional Contexts for Engagement and Achievement in Reading
Guthrie, J. T., Wigfield, A., & You, W. (2012) · Handbook of Research on Student Engagement · doi:10.1007/978-1-4614-2018-7_29 · Cited by 479
Curby, T. W., Rimm-Kaufman, S. E., & Ponitz, C. C. (2009) · Journal of Educational Psychology · doi:10.1037/a0016647 · Cited by 296
Self-citation
Metadata
- Authors
- Ponitz, C. C., Rimm-Kaufman, S. E., Grimm, K. J., & Curby, T. W.
- Venue
- School Psychology Review
- Publisher
- Informa UK Limited
- Published
- 2009-03-01
- Volume
- 38
- Issue
- 1
- Pages
- 102-120
- ISSN
- 0279-6015 (ISSN-L)
- 2372-966X
- OpenAlex
- W1657550699
- Cited by
- 216
- References
- 9
- FWCI
- 32.39
- Type
- journal article
- Language
- en
- Open access
- closed
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- Ponitz, C. C., Rimm-Kaufman, S. E., Grimm, K. J., & Curby, T. W. (2009). Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement. School Psychology Review. https://doi.org/10.1080/02796015.2009.12087852
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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