"It's Important to Have Those Tools": Teaching Noncognitive Skills During Literacy Instruction

• In Event: 53.082 - Poster Session 10
  In Poster Session: 53.082-2 - Poster Session 4: Cognitive and Motivational Processes

Abstract

This research draws on interviews with 42 K-8 teachers. Teachers were asked whether they thought the ability of the student to pay attention, follow classroom rules, work independently, and persist in completing tasks were important for struggling readers, and about how they taught those skills to their students. Eighty-six percent of teachers agree with the idea that behavioral skills are important for students, and 71 percent of teachers believe these skills can be taught to students. Teachers view teaching these components as embedded within their routine classroom management and behavioral expectations they set for their students, and this occurs at three different levels: school-wide, classroom-specific, and student-specific. Ways of teaching non-cognitive skills are largely consistent across the grade levels.

Author

• Laura Northrop, Cleveland State University