First graders' literacy and self-regulation gains: The effect of individualizing student instruction

Carol Mc Donald Connor, Claire Cameron Ponitz, Beth M. Phillips, Q. Monét Travis, Stephanie Glasney, Frederick J. Morrison

    Research output: Contribution to journalArticlepeer-review

    75 Scopus citations

    Abstract

    We examined the effect of individualizing student instruction (ISI; N=445 students, 46 classrooms) on first graders' self-regulation gains compared to a business-as-usual control group. Self-regulation, conceptualized as a constellation of executive skills, was positively associated with academic development. We hypothesized that the ISI intervention's emphasis on teacher planning and organization, classroom management, and the opportunity for students to work independently and in small groups would promote students' self-regulation. We found no main effect of ISI on self-regulation gains. However, for students with weaker initial self-regulation, ISI was associated with greater self-regulation gains compared to peers in control classrooms. The ISI effect on self-regulation was greater when the intervention was more fully implemented.

    Original languageEnglish (US)
    Pages (from-to)433-455
    Number of pages23
    JournalJournal of School Psychology
    Volume48
    Issue number5
    DOIs
    StatePublished - Oct 2010

    Keywords

    • Academic intervention
    • Elementary children
    • Executive functioning
    • Individualizing instruction
    • Intervention
    • Reading comprehension
    • Self-regulation
    • Social-emotional assessment
    • Vocabulary

    ASJC Scopus subject areas

    • Education
    • Developmental and Educational Psychology

    Fingerprint Dive into the research topics of 'First graders' literacy and self-regulation gains: The effect of individualizing student instruction'. Together they form a unique fingerprint.

    Cite this