Classroom quality as a predictor of first graders' time in non-instructional activities and literacy achievement.
This study investigated how quality of the classroom learning environment influenced first grade students' (n=533) time spent in two non-instructional classroom activities (off-task and in transition) and their subsequent literacy outcomes. Hierarchical linear modeling revealed that higher classroom quality was related to higher student performance in reading comprehension and expressive vocabulary. Further, classroom quality predicted the amount of time students spent off-task and in transitions in the classroom, with slopes of change across the year particularly impacted. Mediation effects were detected in the case of expressive vocabulary such that the influence of classroom quality on students' achievement operated through students' time spent in these non-instructional activities. Results highlight the importance of overall classroom quality to how students navigate the classroom environment during learning opportunities, with subsequent literacy achievement impacted. Implications for policy and educational practices are discussed.
Arizona State University, T. Denny Sanford School of Social and Family Dynamics, United States.
Leigh
L
McLean
Arizona State University, Institute for the Science of Teaching and Learning, United States.
Nicole
N
Sparapani
The University of Texas at Austin, College of Education, United States.
Jessica R
JR
Toste
University of California at Irvine, School of Education, United States.
Carol McDonald
CM
Connor
D000124:Achievement; D002648:Child; D005260:Female; D006801:Humans; D000067010:Literacy; D008297:Male; D011932:Reading; D012574:Schools / Q000706:statistics & numerical data*; D013334:Students / Q000706:statistics & numerical data*; D013997:Time Factors; D014825:Vocabulary
Classroom quality; Early elementary; First grade; Instruction; Literacy