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Investigating the Collateral Effects of Behavior Management on Early Literacy Skills
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- Author(s): Gage, Nicholas A.; MacSuga-Gage, Ashley S.; Prykanowski, Debra; Coyne, Michael; Scott, Terrance M.
- Language:
English- Source:
Education and Treatment of Children. 2015 38(4):523-540.- Publication Date:
2015- Document Type:
Journal Articles
Reports - Research- Online Access:
- Language:
- Additional Information
- Availability: West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
- Peer Reviewed: Y
- Source: 18
- Education Level: Elementary Education
- Subject Terms:
- Subject Terms:
- Subject Terms:
- ISSN: 0748-8491
- Abstract: Effective behavior management is necessary to ensure students are engaged with instruction. Students cannot learn if they are not engaged. Although the relationship between effective behavior management and positive student behavior is well established, the relationship between behavior management and increased academic achievement, including early literacy skills, is still developing. This study examined the collateral effects of high quality implementation of evidence-based behavior management strategies on early literacy growth for students considered at-risk for reading difficulties receiving targeted early intervention. Results indicate that students receiving targeted early literacy skills instruction from very good behavior managers performed statistically significantly better than students receiving instruction from poor behavior managers. Implications and future directions are discussed.
- Abstract: As Provided
- Number of References: 36
- Publication Date: 2015
- Accession Number: EJ1081113
- Availability:
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