Predictive Role of Classroom Management in Literacy Development in Preschool Children at Risk of EBD

Abstract

The purpose of this study was to better understand the association between teachers’ incoming classroom management skills and end-of-year literacy skills of preschool children with or at risk of emotional and behavioral disorders. Furthermore, we explored the contribution of student’s incoming engagement and communication skills to end-of-year literacy skills. A series of multilevel models revealed that teacher classroom management predicted end-of-year letter sound fluency, but not letter naming fluency, after controlling for other factors. We conclude with a discussion of these preliminary findings and provide suggestions for future research and practice in early intervention settings.

Class Management in Growing Early Children's Religious Development

“…Many empirical studies that support the benefits of classroom management practices provide teachers with sufficient time to build classroom management practices, some with intensive coaching and feedback. It is essential because coaching can lead to increased classroom management efficacy linked to a child (Chow et al, 2021).…”

Speech-Language Pathologists’ Experiences With Challenging Behavior in Practice

“…For more general use in therapy, it is important to consider which behavior management strategies are feasible within the SLP’s setting. Various practitioner papers explain the strategies for children with challenging behavior (e.g., visual activity schedules) or co-occurring language and behavior problems (e.g., explicit rules and routines, specific feedback, language supportive strategies, and instructional clarity; Chow, Walters, & Hollo (2020). In addition, an emerging body of literature describes behavior management strategies tailored for SLPs including visual activity schedules and behavior-specific praise (Chow et al, 2021).…”

A Systematic Review and Meta-Analysis of the Relation Between Engagement and Achievement in Early Childhood Research

“…Whereas researchers are often reporters in studies using direct observation engagement measures, engagement rating scales may represent perspectives of teachers, parents/caregivers, peers, or the children themselves. These differences in measurement method (direct observation vs. general rating scale, parent vs. teacher) warrant investigation, given that adult-rated engagement is not associated with achievement in some studies of early childhood populations (Chow et al, 2020).…”