The purpose of this study was to better understand the association between teachers’ incoming classroom management skills and end-of-year literacy skills of preschool children with or at risk of emotional and behavioral disorders. Furthermore, we explored the contribution of student’s incoming engagement and communication skills to end-of-year literacy skills. A series of multilevel models revealed that teacher classroom management predicted end-of-year letter sound fluency, but not letter naming fluency, after controlling for other factors. We conclude with a discussion of these preliminary findings and provide suggestions for future research and practice in early intervention settings.

这项研究的目的是更好地了解教师的入学课堂管理技能与患有情感和行为障碍或有这种风险的学龄前儿童的年末识字能力之间的关系。此外，我们探讨了学生的即将来临的参与和沟通技巧对年末识字能力的贡献。一系列的多层次模型显示，在控制了其他因素之后，教师课堂管理可以预测年终字母的发音流畅度，而不是字母命名的流畅度。我们以对这些初步发现的讨论作为结束，并为早期干预环境中的未来研究和实践提供建议。