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

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

Resource Type:

Reports & Papers

Author(s):

Ponitz Claire E. Cameron; Rimm-Kaufman Sara E.

Funder(s):

Institute of Education Sciences (U.S.); National Science Foundation (U.S.)

Country:

United States

Date Issued:

Q2 2011

Journal Title:

Early Childhood Research Quarterly

Volume Number:

Issue Number:

Page Range:

157-168

Topics:

6. Programs, Interventions & Curricula > 6.2. Interventions/Curricula > 6.2.9. Early Literacy

1. Children & Child Development > 1.2. Child Development & School Readiness > 1.2.6. Early Literacy

ISSN:

1873-7706

Online

0885-2006

Paper

Peer Reviewed:

Yes

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