Contexts of reading instruction: Implications for literacy skills and kindergarteners' behavioral engagement

Author(s): Ponitz, Claire E. Cameron; Rimm-Kaufman, Sara E.;
Date Issued: Q2 2011
Description: A study the relationships among both kindergarten word-reading and phonological awareness and behavioral engagement, off-task behavior and instructional time in four instructional contexts: teacher or child-managed children's attention, or content or meaning focused instruction, based on data from 170 kindergarteners in 36 classrooms
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Funder(s): Institute of Education Sciences (U.S.) ; National Science Foundation (U.S.)
Journal Title: Early Childhood Research Quarterly
Volume Number: 26
Issue Number: 2
Page Range: 157-168
Topics: Children & Child Development > Child Development & School Readiness > Early Literacy

Programs, Interventions & Curricula > Interventions/Curricula > Early Literacy
Country: United States
ISSN: 0885-2006 Paper
1873-7706 Online
Peer Reviewed: yes
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