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First graders' literacy and self-regulation gains

Title: First graders' literacy and self-regulation gains: The effect of individualizing student instruction.
Name(s): Connor, Carol McDonald, author
Ponitz, Claire Cameron, author
Phillips, Beth M, author
Travis, Q Monét, author
Glasney, Stephanie, author
Morrison, Frederick J, author
Type of Resource: text
Genre: Journal Article
Date Issued: 2010-10-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: 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.
Identifier: FSU_pmch_20728691 (IID), 10.1016/j.jsp.2010.06.003 (DOI), PMC2976978 (PMCID), 20728691 (RID), 20728691 (EID), S0022-4405(10)00046-4 (PII)
Grant Number: P50 HD052120, R01 HD048539, R21 HD062834, R01HD48539
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at
Subject(s): Child
Executive Function
Linear Models
Matched-Pair Analysis
Multivariate Analysis
Social Control, Informal
Persistent Link to This Record:
Owner Institution: FSU
Is Part Of: Journal of school psychology.
Issue: iss. 5, vol. 48

Choose the citation style.
Connor, C. M. D., Ponitz, C. C., Phillips, B. M., Travis, Q. M., Glasney, S., & Morrison, F. J. (2010). First graders' literacy and self-regulation gains: The effect of individualizing student instruction. Journal Of School Psychology. Retrieved from