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.

Date of publication

• December 2011

DOI

• https://doi.org/10.17615/zcgf-7449

Resource type

• Masters Thesis

Rights statement

• In Copyright

Note

• "... 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

Language

• English

Publisher

• University of North Carolina at Chapel Hill

Place of publication

• Chapel Hill, NC

Access

• Open access

Parents:

This work has no parents.

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