Effects of classroom organization on letter-word reading in first grade

Claire E. Cameron, Carol McDonald Connor, Frederick J. Morrison, Abigail M. Jewkes

Research output: Contribution to journalArticle

59 Citations (Scopus)

Abstract

Teacher organization is a crucial part of classroom functioning; however, its relation to student achievement has not been investigated as extensively as that of instruction. In this study, organization is defined as the amount of time teachers spend explaining the purpose and procedures of learning activities and daily routines. Data from first-grade classrooms (N = 44) observed three times during the school year (fall, winter, and spring) are analyzed, along with students' (N = 108) literacy skills at fall and spring. Hierarchical Linear Modeling reveals that, controlling for students' fall word reading and vocabulary skills, as well as amount of language arts instruction they receive, both amount and change in amount over time in classroom organization significantly predicts spring word reading skills. Specifically, children in classrooms observed in higher amounts of classroom time in organization at the beginning of the school year, followed by sharp decreases over the school year, demonstrated stronger letter and word reading skills by spring, and this was a main effect (p < .05). Practical and research implications are discussed.

Original languageEnglish (US)
Pages (from-to)173-192
Number of pages20
JournalJournal of School Psychology
Volume46
Issue number2
DOIs
StatePublished - Apr 2008
Externally publishedYes

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Reading
school grade
Organizations
organization
classroom
Students
Language Arts
Vocabulary
school
instruction
student
teacher
Learning
vocabulary
literacy
art
Research
language
learning
time

Keywords

  • Classroom organization
  • First grade
  • Hierarchical linear modeling
  • Literacy instruction
  • Word reading

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Effects of classroom organization on letter-word reading in first grade. / Cameron, Claire E.; Connor, Carol McDonald; Morrison, Frederick J.; Jewkes, Abigail M.

In: Journal of School Psychology, Vol. 46, No. 2, 04.2008, p. 173-192.

Research output: Contribution to journalArticle

Cameron, Claire E. ; Connor, Carol McDonald ; Morrison, Frederick J. ; Jewkes, Abigail M. / Effects of classroom organization on letter-word reading in first grade. In: Journal of School Psychology. 2008 ; Vol. 46, No. 2. pp. 173-192.
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