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

82 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
Externally publishedYes

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

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