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The Relationship of Students' Classroom Behaviour and Word Reading--The Role of On-Task Behaviour as a Mediator
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Barbara Maria Schmidt; Annica Elies; Jennifer Plank; Alfred Schabmann – Journal of Research in Special Educational Needs, 2025
The aim of the present study is to examine the relationship between students' classroom behaviour and word reading (decoding), considering the role of students' engagement in learning (defined as on-task behaviour, OTB, as part of the more global 'behavioural engagement' sensu Fredricks) as a mediator between behaviour and reading. A wide range of…
Descriptors: Student Behavior, Classroom Environment, Decoding (Reading), Time on Task
The Prevalence and Stability of Challenging Behaviors and Concurrent Early Literacy Growth among Kindergarteners at Reading Risk
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Mellado De La Cruz, Veronica; Al Otaiba, Stephanie; Hsiao, Yu-Yu; Clemens, Nathan H.; Jones, Fracesca G.; Rivas, Brenna K.; Brewer, Emily A.; Hagan-Burke, Shanna; Simmons, Leslie E. – Grantee Submission, 2019
The purpose of the study was to assess early literacy skills and examine the presence and stability of challenging behaviors across the critical threshold of the kindergarten school year. Students' (n = 337) literacy performance (letter sound fluency, word attack, and phonological awareness) and challenging behaviors (teacher ratings of…
Descriptors: Emergent Literacy, Kindergarten, Student Behavior, Behavior Problems
Can Explicit Instruction in Social and Emotional Learning Skills Benefit the Social-Emotional Development, Well-Being, and Academic Achievement of Young Children?
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Ashdown, Daniela Maree; Bernard, Michael E. – Early Childhood Education Journal, 2012
This study investigated the effect of a social and emotional learning skills curriculum, the "You Can Do It! Early Childhood Education Program" (YCDI), on the social-emotional development, well-being, and academic achievement of 99 preparatory and grade 1 students attending a Catholic school in Melbourne, Australia. One preparatory and one grade 1…
Descriptors: Resilience (Psychology), Direct Instruction, Control Groups, Catholic Schools