Word-reading and phonological awareness skills were assessed in fall and spring. Time spent in four instructional contexts was coded according to who managed children's attention (teacher-managed, TM or child-managed, CM), and the content focus (basic skills such as teaching letters and their sounds, or meaning-focused such as discussing a book) children's behavioral engagement and off-task behavior were also coded live five times over the year. This observational study examined kindergarteners’ (n=170) exposure to literacy instruction in their classrooms (n=36), child-by-instruction interactions, and behavioral engagement in relation to literacy skills.
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