You are here

Children's behavioral regulation and literacy

Title: Children's behavioral regulation and literacy: The impact of the first grade classroom environment.
22 views
12 downloads
Name(s): Day, Stephanie L, author
Connor, Carol McDonald, author
McClelland, Megan M, author
Type of Resource: text
Genre: Journal Article
Text
Date Issued: 2015-10-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: Classroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both of which require the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children with weaker fall behavioral regulation were more likely to attend classrooms where more time was spent in disruptions and wasted instructional time over the course of the school year, such as waiting for the teacher to gather materials before beginning instruction. For literacy outcomes, children who were in classrooms where more time in disruptions, transitions, and waiting was observed showed weaker literacy skill gains in the spring compared to children in classrooms with lesser amounts of such unproductive non-instructional time and this effect was generally greater for students with initial weaker skills. These results also reveal that the classroom environment and the incoming characteristics of the students themselves influence students' development of behavioral regulation and literacy.
Identifier: FSU_pmch_26407837 (IID), 10.1016/j.jsp.2015.07.004 (DOI), PMC4598041 (PMCID), 26407837 (RID), 26407837 (EID), S0022-4405(15)00047-3 (PII)
Keywords: Academic achievement, Behavior, Classroom environment, Executive functioning, Reading, Self-regulation
Grant Number: P50 HD052120, R01 HD048539, R21 HD062834
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4598041.
Subject(s): Achievement
Attention/physiology
Child
Child Behavior/psychology
Child Development/physiology
Female
Humans
Learning
Male
Schools
Social Environment
Students/psychology
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_26407837
Host Institution: FSU
Is Part Of: Journal of school psychology.
1873-3506
Issue: iss. 5, vol. 53

Choose the citation style.
Day, S. L., Connor, C. M. D., & McClelland, M. M. (2015). Children's behavioral regulation and literacy: The impact of the first grade classroom environment. Journal Of School Psychology. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_26407837