Student-teacher relationship as a moderator of the relation between classroom behavior and reading achievement Public Deposited

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Last Modified
  • March 21, 2019
Creator
  • Mann, Courtney M.
    • Affiliation: School of Education
Abstract
  • Extant research documents associations between child classroom behavior and reading achievement as well as the associations between student-teacher relationships and children's reading success. Less is known about how all three of these variables may develop and influence one another together, and virtually no research has examined these issues with populations of young students living in rural communities. The current study examined a moderation model of reading achievement in which student-teacher relationship was expected to moderate the relations between fall classroom behavior of rural kindergarten and first grade students and their spring reading achievement. Using a hierarchical linear regression model, child demographic characteristics and beginning levels of reading achievement were controlled for and models predicting both phonological and comprehension skills were examined. Results indicate a significant but weak and un-interpretable interaction between classroom behavior and student-teacher relationship in predicting phonological skills. No interaction was found in predicting comprehension scores.
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  • In Copyright
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  • "... in partial fulfillment of the requirements for the degree of Master of Arts in the School of Education (Early Childhood, Intervention, and Literacy)."
Advisor
  • Vernon-Feagans, Lynne
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Place of publication
  • Chapel Hill, NC
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  • Open access
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