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The effect of classroom environment on literacy development
The physical characteristics of a child’s learning environment can affect health, wellbeing and educational progress. Here we investigate the effect of classroom setting on academic progress in 7–10-year-old students comparing reading development in “open-plan” (multiple class groups located within...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Nature Publishing Group UK
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10070343/ https://www.ncbi.nlm.nih.gov/pubmed/37012296 http://dx.doi.org/10.1038/s41539-023-00157-y |
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author | Rance, Gary Dowell, Richard C. Tomlin, Dani |
author_facet | Rance, Gary Dowell, Richard C. Tomlin, Dani |
author_sort | Rance, Gary |
collection | PubMed |
description | The physical characteristics of a child’s learning environment can affect health, wellbeing and educational progress. Here we investigate the effect of classroom setting on academic progress in 7–10-year-old students comparing reading development in “open-plan” (multiple class groups located within one physical space) and “enclosed-plan” (one class group per space) environments. All learning conditions (class group, teaching personnel, etc.) were held constant throughout, while physical environment was alternated term-by-term using a portable, sound-treated dividing wall. One hundred and ninety-six students underwent academic, cognitive and auditory assessment at baseline and 146 of these were available for repeat assessment at the completion of 3 school terms, allowing within-child changes across an academic year to be calculated. Reading fluency development (change in words read-per-minute) was greater for the enclosed-classroom phases (P < 0.001; 95%CI 3.7, 10.0) and the children who showed the greatest condition difference (i.e. slower rate of development in the open-plan) were those with the worst speech perception in noise and/or poorest attention skills. These findings highlight the important role classroom setting plays in the academic development of young students. |
format | Online Article Text |
id | pubmed-10070343 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Nature Publishing Group UK |
record_format | MEDLINE/PubMed |
spelling | pubmed-100703432023-04-05 The effect of classroom environment on literacy development Rance, Gary Dowell, Richard C. Tomlin, Dani NPJ Sci Learn Article The physical characteristics of a child’s learning environment can affect health, wellbeing and educational progress. Here we investigate the effect of classroom setting on academic progress in 7–10-year-old students comparing reading development in “open-plan” (multiple class groups located within one physical space) and “enclosed-plan” (one class group per space) environments. All learning conditions (class group, teaching personnel, etc.) were held constant throughout, while physical environment was alternated term-by-term using a portable, sound-treated dividing wall. One hundred and ninety-six students underwent academic, cognitive and auditory assessment at baseline and 146 of these were available for repeat assessment at the completion of 3 school terms, allowing within-child changes across an academic year to be calculated. Reading fluency development (change in words read-per-minute) was greater for the enclosed-classroom phases (P < 0.001; 95%CI 3.7, 10.0) and the children who showed the greatest condition difference (i.e. slower rate of development in the open-plan) were those with the worst speech perception in noise and/or poorest attention skills. These findings highlight the important role classroom setting plays in the academic development of young students. Nature Publishing Group UK 2023-04-03 /pmc/articles/PMC10070343/ /pubmed/37012296 http://dx.doi.org/10.1038/s41539-023-00157-y Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Article Rance, Gary Dowell, Richard C. Tomlin, Dani The effect of classroom environment on literacy development |
title | The effect of classroom environment on literacy development |
title_full | The effect of classroom environment on literacy development |
title_fullStr | The effect of classroom environment on literacy development |
title_full_unstemmed | The effect of classroom environment on literacy development |
title_short | The effect of classroom environment on literacy development |
title_sort | effect of classroom environment on literacy development |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10070343/ https://www.ncbi.nlm.nih.gov/pubmed/37012296 http://dx.doi.org/10.1038/s41539-023-00157-y |
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