| First graders' literacy and self-regulation gains: The effect of individualizing student instruction. | |
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MedLine Citation:
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PMID: 20728691 Owner: NLM Status: MEDLINE |
Abstract/OtherAbstract:
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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. |
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Authors:
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Carol McDonald Connor; Claire Cameron Ponitz; Beth M Phillips; Q Monét Travis; Stephanie Glasney; Frederick J Morrison |
Publication Detail:
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Type: Journal Article; Multicenter Study; Randomized Controlled Trial; Research Support, N.I.H., Extramural; Research Support, U.S. Gov't, Non-P.H.S. Date: 2010-07-13 |
Journal Detail:
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Title: Journal of school psychology Volume: 48 ISSN: 1873-3506 ISO Abbreviation: J Sch Psychol Publication Date: 2010 Oct |
Date Detail:
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Created Date: 2010-08-23 Completed Date: 2010-12-14 Revised Date: 2012-04-27 |
Medline Journal Info:
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Nlm Unique ID: 0050303 Medline TA: J Sch Psychol Country: United States |
Other Details:
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Languages: eng Pagination: 433-55 Citation Subset: IM |
Copyright Information:
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Copyright 2010 Elsevier Ltd. All rights reserved. |
Affiliation:
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Florida State University, Florida Center for Reading Research, USA. cconnor@fsu |
Export Citation:
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APA/MLA Format Download EndNote Download BibTex |
| MeSH Terms | |
Descriptor/Qualifier:
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Child Executive Function Female Florida Humans Individuality* Linear Models Male Matched-Pair Analysis Multivariate Analysis Reading* Social Control, Informal* Teaching / methods* |
| Grant Support | |
ID/Acronym/Agency:
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R01 HD048539-02/HD/NICHD NIH HHS; R01HD48539/HD/NICHD NIH HHS |
| Comments/Corrections | |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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