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ERIC Number: EJ1425664
Record Type: Journal
Publication Date: 2024-Jun
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2159-2020
EISSN: EISSN-2161-1505
Classroom Support, Engagement, and Reading Achievement in Elementary Students: A Multilevel Study
Kira J. Carbonneau; Genna Kieper; Carlos Anguiano; Matthew Lemberger-Truelove; David Atencio
Contemporary School Psychology, v28 n2 p197-206 2024
The support and engagement teachers foster in their classrooms likely impact student success in reading achievement. Therefore, we used a multilevel approach to examine if students' perception of support and engagement at both the individual and classroom levels were associated with students' overall reading achievement. Perception data collected from 37 third- and fourth-grade classrooms (N = 578 students) indicated that student perceptions of individual and classroom engagement contributed significantly to students' reading achievement; however, both support assessed at the individual and classroom levels were non-significant factors. We also found that girls and those with higher perceptions of engagement were associated with higher reading scores; however, higher classroom engagement was associated with lower reading scores. We discuss both theoretical and practical implications.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 3; Primary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A