The Effects of Student-, Classroom-, and School-level Variables on Reading and Behavioral Outcomes of At-risk Kindergarten Students

The Effects of Student-, Classroom-, and School-level Variables on Reading and Behavioral Outcomes of At-risk Kindergarten Students

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A large body of research has documented that classroom-level variables have a significant impact on student outcomes. The purpose of the present study was to investigate the effects of student-, teacher-, and classroom-level variables on the reading and behavioral outcomes of at-risk kindergarten students. The study sample was drawn from participants in a national response-to-intervention implementation study. Hierarchical linear modeling was used to examine the effects of (a) student characteristics, (b) teacher characteristics, (c) classroom context variables, (d) literacy instructional practices, and (e) behavior management techniques on several student outcomes. Results indicated that student-level factors were the strongest and most consistent predictors of student outcomes. After controlling for student factors, classroom- and school-level variables were relatively poor predictors. Implications for research and practice are discussed.Early literacy instruction for first-grade students at-risk for antisocial behavior. Education ... Tiers of intervention in responsiveness to intervention: Prevention outcomes and learning disabilities identification patterns. Journal of ... Differentiated instruction: Meeting the educational needs of all students in your classroom. ... Teaching practices and the promotion of achievement and adjustment in first grade.


Title:The Effects of Student-, Classroom-, and School-level Variables on Reading and Behavioral Outcomes of At-risk Kindergarten Students
Author: Carrie Ruth Ball
Publisher:ProQuest - 2008
ISBN-13:

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