Improving Classroom Behavior Through Effective Instruction: An Illustrative Program Example Using "SRA FLEX Literacy"

Research has demonstrated a strong positive correlation between behavior problems and low academic achievement. Student success and/or failures are in large part determined by how well teachers provide effective instruction to their students. This article overviews key behavior-management approaches...

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Bibliographic Details
Published in:Education & treatment of children 2015-05, Vol.38 (2), p.241-271
Main Authors: Martella, Ronald C., Marchand-Martella, Nancy E.
Format: Article
Language:English
Subjects:
Academic Achievement
Behavior Modification
Behavior Problems
Classroom Environment
Classroom management
Classroom techniques
Electronic Learning
Elementary School Students
Elementary Secondary Education
Feedback (Response)
Forum Article
Individualized Instruction
Intervention
Language Arts
Learning strategies
Methods
Multisensory Learning
Reading Difficulties
Reading Instruction
Reading Strategies
Scaffolding (Education)
Scaffolding (Teaching Technique)
Secondary School Students
Self Control
Social Development
Student Behavior
Student Motivation
Student Participation
Student Placement
Success
Teacher Expectations of Students
Teacher-student relations
Teacher-student relationships
Teaching Methods
Technology Uses in Education
Thinking Skills
Time Management
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Summary:Research has demonstrated a strong positive correlation between behavior problems and low academic achievement. Student success and/or failures are in large part determined by how well teachers provide effective instruction to their students. This article overviews key behavior-management approaches related to academic and behavioral success that are integrated within a reading intervention system for struggling readers in grades 3-12 (i.e., SRA FLEX Literacy). These management approaches have been shown to enhance classroom behavior and set the occasion for better academic performance. Specific program examples are shared to illustrate these management approaches.
ISSN:0748-8491
1934-8924
1934-8924
DOI:10.1353/etc.2015.0010