NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ906810
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0885-2006
Preschool Behavior Problems in Classroom Learning Situations and Literacy Outcomes in Kindergarten and First Grade
Bulotsky-Shearer, Rebecca J.; Fantuzzo, John W.
Early Childhood Research Quarterly, v26 n1 p61-73 2011
Relations between classroom behavior problems early in the preschool year and elementary school literacy and language outcomes were examined for an entire cohort of four-year-old Head Start children (N=2682). A cross-classified random effects model was used that controlled for the variance in literacy outcomes attributed to: (a) child-level demographics (age, gender, ethnicity), and end of the preschool year cognitive skills; (b) Head Start, kindergarten and first grade classrooms; and (c) kindergarten and first grade schools. Preschool behavior problems were assessed across structured learning situations, and during peer and teacher interactions at the beginning of Head Start. Preschool behavior problems in structured learning situations differentially predicted lower literacy outcomes across all time points. Findings extend previous research and underscore the importance of early identification of problem behavior using developmentally and ecologically valid tools within early childhood classrooms intentionally designed to foster literacy skills. (Contains 7 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A