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The relationship among students' reading performance, their classroom behavior, and teacher skills

Author

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  • Saskia K. Brokamp
  • Antonia A. M. Houtveen
  • Willem J. C. M. van de Grift

Abstract

The relationship among students' reading performance, their behavior (task-focused behavior, emotional stability, and compliant behavior) in the classroom, and the teacher's skills was investigated in 66 third-grade classrooms. Results from this study showed the students' reading performance and their behavior in the classroom are all significantly interrelated. Better reading performance at the beginning of the school year goes with better behavior at the end of the school year. In turn, better behavior at the beginning of the school year goes with better reading performance at the end of the school year. The teacher can improve the behavior of the students by providing high-quality reading instruction. Some teacher skills have differential effects, however, on the various behavioral aspects. The implications for the educational practice as well as for future research are discussed.

Suggested Citation

  • Saskia K. Brokamp & Antonia A. M. Houtveen & Willem J. C. M. van de Grift, 2019. "The relationship among students' reading performance, their classroom behavior, and teacher skills," The Journal of Educational Research, Taylor & Francis Journals, vol. 112(1), pages 1-11, January.
    • Handle: RePEc:taf:vjerxx:v:112:y:2019:i:1:p:1-11
    DOI: 10.1080/00220671.2017.1411878
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    Cited by:

    1. Federico Batini & Valerio Luperini & Eleonora Cei & Diego Izzo & Giulia Toti, 2021. "The Association Between Reading and Emotional Development: A Systematic Review," Journal of Education and Training Studies, Redfame publishing, vol. 9(1), pages 12-48, January.

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