TY - JOUR
T1 - Children's behavioral regulation and literacy
T2 - The impact of the first grade classroom environment
AU - Day, Stephanie L.
AU - Connor, Carol McDonald
AU - McClelland, Megan M.
N1 - Publisher Copyright:
© 2015.
PY - 2015/10/1
Y1 - 2015/10/1
N2 - 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.
AB - 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.
KW - Academic achievement
KW - Behavior
KW - Classroom environment
KW - Executive functioning
KW - Reading
KW - Self-regulation
UR - http://www.scopus.com/inward/record.url?scp=84941994314&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84941994314&partnerID=8YFLogxK
U2 - 10.1016/j.jsp.2015.07.004
DO - 10.1016/j.jsp.2015.07.004
M3 - Article
AN - SCOPUS:84941994314
SN - 0022-4405
VL - 53
SP - 409
EP - 428
JO - Journal of School Psychology
JF - Journal of School Psychology
IS - 5
ER -