Leigh McLean|Nicole Sparapani|Jessica R. Toste|Carol McDonald Connor
Classroom quality as a predictor of first graders' time in non-instructional activities and literacy achievement
Arizona State University|Arizona State University|Austin College|The University of Texas at Austin|University of California, Irvine
study investigated quality classroom learning environment influenced first grade students n533 time spent two noninstructional classroom activities offtask transition subsequent literacy outcomes hierarchical linear modeling revealed higher classroom quality related higher student performance reading comprehension expressive vocabulary classroom quality predicted amount time students spent offtask transitions classroom slopes change across year particularly impacted mediation effects detected case expressive vocabulary influence classroom quality students achievement operated students time spent noninstructional activities results highlight importance overall classroom quality students navigate classroom environment learning opportunities subsequent literacy achievement impacted implications policy educational practices discussed