How do classroom behaviors predict longitudinal reading achievement? A conditional autoregressive latent growth analysis.

• This study applies the autoregressive latent trajectory model to probe longitudinal reading achievement in early elementary years and its relationships with classroom behavior and gender. • The autoregressive latent trajectory model performs better than the latent growth model and the autoregressive model. • Classroom behavior and gender status have a mix of positive and negative relationships with K-4 reading growth. Elementary students' ability to regulate classroom behavior is believed to play an important role in their reading ability. To date, there is some evidence articulating this relationship, but much of the research has not addressed how classroom behavior may predict the longitudinal reading achievement. The present study used data from the Early Childhood Longitudinal Study—Kindergarten Class of 2010–2011 to examine the associations of self-control, attentional focusing, and externalizing problem behaviors with reading development for elementary students from kindergarten through fourth grade. A combination of the latent growth model and the autoregressive model – the Autoregressive Latent Trajectory model is applied to describe children's increasing but later leveling off reading growth. Results from the Autoregressive Latent Trajectory model conditional on classroom behaviors show that they have a mix of positive and negative associations with reading growth. Further, a multigroup analysis reveals the gender differences in such associations. Implications for educators, researchers and policy makers are discussed. [ABSTRACT FROM AUTHOR]