Classroom Support, Engagement, and Reading Achievement in Elementary Students: A Multilevel Study

• In Event: Sheraton Roundtable Session Three
  In Roundtable Session: Approaches to Quality Learning Environments: Active Classrooms, Technology-Based Learning, Classroom Support, and Student Engagement (Table 11)

Abstract

The support and engagement teachers foster in their classrooms are likely to impact student success in reading achievement. Therefore, we used a multilevel approach to examine if students’ perception of support and engagement at both the individual- and classroom-level were associated with students’ overall reading achievement. Perception data collected from 37 third- and fourth-grade classrooms (N = 578 students) indicated that student perceptions of individual and classroom engagement contributed significantly to their reading achievement; however, both the individual and classroom level support were non-significant factors. We found that girls and those who had higher perceptions of engagement were associated with higher reading scores; however, higher classroom engagement was associated with lower reading scores. We discuss both theoretical and practical implications.

Authors

• Genna Kieper, Washington State University
  Presenting Author

• Morgan A Jernigan, Washington State University
  Presenting Author

• Kira J. Carbonneau, Washington State University
  Presenting Author