Kindergarten classroom quality, behavioral engagement, and reading achievement

School Psychology Review

Volumn 38, Issue 1, 2009, Pages 102-120

  Ponitz, Claire Cameron ^a   Rimm Kaufman, Sara E ^a   Grimm, Kevin J ^b   Curby, Timothy W ^c  

^a UNIVERSITY OF VIRGINIA   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

^c GEORGE MASON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 66349119837     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (64)

1. Adams, J. W.,&Snowling, M. J. (2001). Executive function and reading impairments in children reported by their teachers as "hyperactive." British Journal of Developmental Psychology, 19, 293-306.
2. Aram, D. (2005). Continuity in children's literacy achievements: A longitudinal perspective from kindergarten to school. First Language, 25, 259-289.
3. Bentler, P. M.,&Chou, C. P. (1987). Practical issues in structural modeling. Sociological Methods&Research, 16, 78-117.
4. Bickel, R.,&Spatig, L. (1999). Early achievement gains and poverty-linked social distress: The case of post-Head Start transition. Journal of Social Distress and the Homeless, 8, 241-254.
5. Blatchford, P., Moriarty, V., Edmonds, S.,&Martin, C. (2002). Relationships between class size and teaching: A multimethod analysis of English infant schools. American Educational Research Journal, 39,101-132.
6. Bransford, J. D., Brown, A. L.,&Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
7. Bredekamp, S.,&Copple, C. (1997). Developmental^ appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children.
8. Bronfenbrenner, U.,&Morris, P. A. (2006). The bioeco-logical model of human development. In R. M. Lerner&W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (6th ed., Vol. 1, pp. 793-828). Hoboken, NJ: Wiley&Sons.
9. Brophy, J. E.,&Good, T. L. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 328-375). New York: Macmillan.
10. Cameron, C. E., Connor, C. M.,&Morrison, F. J. (2005). Effects of variation in teacher organization on classroom functioning. Journal of School Psychology, 43, 61-85.
11. Cameron, C. E., Connor, C. M., Morrison, F. J.,&Jewkes, A. M. (2008). Effects of classroom organization on letter-word reading in first grade. Journal of School Psychology, 46, 173-192.
12. Chatterji, M. (2006). Reading achievement gaps, correlates, and moderators of early reading achievement: Evidence from the Early Childhood Longitudinal Study (ECLS) kindergarten to first grade sample. Journal of Educational Psychology, 98, 489-507.
13. Connor, C. M., Son, S.-H., Hindman, A. H.,&Morrison, F. J. (2005). Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders' vocabulary and early reading outcomes. Journal of School Psychology, 43, 343-375.
14. Diamond, A., Barnett, W. S., Thomas, J.,&Munro, S. (2007). Preschool program improves cognitive control. Science, 318, 1387-1388.
15. Downer, J. T., Rimm-Kaufman, S. E.,&Pianta, R. C. (2007). How do classroom conditions and children's risk for school problems contribute to children's behavioral engagement in learning? School Psychology Review, 36, 413-432.
16. Emmer, E. T.,&Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist: Special Issue, 36, 103-112.
17. Entwisle, D. R.,&Alexander, K. L. (1998). Facilitating the transition to first grade: The nature of transition and research on factors affecting it. Elementary School Journal, 98, 351-364.
18. Evertson, C. M., Emmer, E. T., Sanford, J. P.,&Clements, B. S. (1983). Improving classroom management: An experiment in elementary school classrooms. Elementary School Journal, 84, 173-188.
19. Fredricks, J. A., Blumenfeld, P. C,&Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109.
20. Greenwood, C. R. (1991). Longitudinal analysis of time, engagement, and achievement in at-risk versus non-risk students. Exceptional Children, 57, 521-535.
21. Greenwood, C. R., Horton, B. T.,&Utley, C. A. (2002). Academic engagement: Current perspectives on research and practice. School Psychology Review, 31, 328-349.
22. Guthrie, J. T., Schafer, W. D.,&Huang, C.-W. (2001). Benefits of opportunity to read and balanced instruction on the NAEP. Journal of Educational Research, 94, 145-162.
23. Hamre, B. K.,&Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76, 949-967.
24. Hughes, J.,&Kwok, O. (2007). Influence of student-teacher and parent-teacher relationships on lower achieving readers' engagement and achievement in the primary grades. Journal of Educational Psychology, 99, 39-51.
25. Humphrey, L. L. (1982). Children's and teachers' perspectives on children's self-control: The development of two rating scales. Journal of Consulting and Clinical Psychology, 50, 624-633.
26. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
27. Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford Press.
28. Ladd, G. W., Birch, S. H.,&Buhs, E. S. (1999). Children's social and scholastic lives in kindergarten: Related spheres of influence? Child Development, 70, 1373-1400.
29. Little, R. J. A.,&Rubin, D. B. (1987). Statistical analysis with missing data. New York: Wiley&Sons.
30. Mashbum, A. J., Pianta, R. C, Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., et al. (2008). Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. Child Development, 79, 732-749.
31. Matheson, A. S.,&Shriver, M. D. (2005). Training teachers to give effective commands: Effects on student compliance and academic behaviors. School Psychology Review, 34, 202-219.
32. Maughan, B.,&Carroll, J. (2006). Literacy and mental disorders. Current Opinion in Psychiatry, 19, 350-354.
33. McClelland, M. M., Acock, A. C,&Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21, 471-490.
34. McClelland, M. M., Morrison, F. J.,&Holmes, D. L. (2000). Children at risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly, 15, 307-329.
35. McGrew, K. S.,&Woodcock, R. W. (2001). Technical manual, Woodcock-Johnson III. Itasca, IL: Riverside Publishing.
36. McLoyd, V. C. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53, 185-204.
37. McWilliam, R. A., Scarborough, A. A.,&Kim, H. (2003). Adult interactions and child engagement. Early Education and Development, 14, 7-27.
38. Meisels, S. J. (2006). Accountability in early childhood: No easy answers fOccasional Paper No. 6). Chicago, IL: Herr Research Center for Children&Social Policy, Erikson Institute. Available from http://www.erikson.edu/research.asp?file=publications-topic#assess
39. Morris, D., Bloodgood, J.,&Pemey, J. (2003). Kindergarten predictors of first- and second-grade reading achievement. Elementary School Journal, 104, 93-109.
40. Morrison, F. J., Smith, L.,&Dow-Ehrensberger, M. (1995). Education and cognitive development: A natural experiment. Developmental Psychology, 31, 789-799.
41. Muthen, B. O.,&Muthen, L. K. (2004). Mplus (Version 3.11). Los Angeles, CA: Author.
42. National Assessment for Education Progress. (2005). The nation's report card. Washington, DC: National Center for Education Statistics.
43. National Institute for Child Health, Human Development Early Child Care Research Network. (2002). The relation of global first-grade classroom environment to structural classroom features and teacher and student behaviors. The Elementary School Journal, 102, 367-387.
44. National Institute for Child Health, Human Development Early Child Care Research Network. (2004). Does class size in first grade relate to children's academic and social performance or observed classroom processes? Developmental Psychology, 40, 651-664.
45. National Institute for Child Health, Human Development Early Child Care Research Network. (2005). A day in third grade: A large-scale study of classroom quality and teacher and student behavior. Elementary School Journal, 105, 305-323.
46. National Reading Panel. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NIH Publication No. 00-4769). Washington DC: U.S. Department of Health and Human Services, Public Health Service, National Institutes of Health, National Institute of Child Health and Human Development.
47. Ouellette, G. P. (2006). What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98, 554-566.
48. Perry, N. E., VandeKamp, K. O., Mercer, L. K., Nordby, C. J. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational Psychologist, 37, 5-15.
49. Pianta, R. C, Cox, M. J.,&Snow, K. L. (2007). School readiness and the transition to kindergarten in the era of accountability. Baltimore, MD: Paul H Brookes.
50. Pianta, R. C, La Paro, K. M.,&Hamre, B. K. (2008). Classroom Assessment Scoring System (CLASS). Baltimore, MD: Brookes.
51. Pressley, M., Wharton-McDonald, R., Allington, R., Block, C. C, Morrow, L., Tracey, D., et al. (2001). A study of effective first grade literacy instruction. Scientific Studies of Reading, 5, 35-58.
52. Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D.,&Seidenberg, M. S. (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2, 31-74.
53. Rimm-Kaufman, S. E. (2005). Classroom observation protocol for the Early Learning Study. Unpublished protocol, University of Virginia.
54. Rimm-Kaufman, S. E., La Paro, K. M., Downer, J. T.,&Pianta, R. C. (2005). The contribution of classroom setting and quality of instruction to children's behavior in the kindergarten classroom. Elementary School Journal, 105, 377-394.
55. Rimm-Kaufman, S. E., Pianta, R. C,&Cox, M. J. (2000). Teachers' judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15, 147-166.
56. Sameroff, A. J., Bartko, W. T., Baldwin, A., Baldwin, C,&Seifer, R. (1998). Family and social influences on the development of child competence. In Families, risk, and competence (pp. 161-185). Mahwah, NJ: Lawrence Erlbaum Associates.
57. Singer, J. D. (1987). An intraclass correlation model for analyzing multilevel data. Journal of Experimental Education, 55, 219-228.
58. Stipek, D. J. (2006). No Child Left Behind comes to preschool. Elementary School Journal, 106, 455-465.
59. Storch, S. A.,&Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947.
60. Tivnan, T.,&Hemphill, L. (2005). Comparing four literacy reform models in high-poverty schools: Patterns of first-grade achievement. The Elementary School Journal, 105, 419-441.
61. U.S. Department of Education. (2002). No Child Left Behind: A desktop reference. Office of Elementary and Secondary Education. Washington, DC.
62. Vecchiotti, S. (2003). Kindergarten: An overlooked edu-Woodcock, R. W., McGrew, K. S.,&Mather, N. (2001).
63. cational policy priority. SRCD Social Policy Report, 17(2), 1-19.
64. Vitaro, F., Brendgen, M., Larose, S.,&Tremblay, R. E. (2005). Kindergarten disruptive behaviors, protective factors, and educational achievement by early adulthood. Journal of Educational Psychology, 97, 617-629.