TY - JOUR
T1 - Individualizing student instruction precisely
T2 - Effects of child × instruction interactions on first graders' literacy development
AU - McDonald Connor, Carol
AU - Piasta, Shayne B.
AU - Fishman, Barry
AU - Glasney, Stephanie
AU - Schatschneider, Christopher
AU - Crowe, Elizabeth
AU - Underwood, Phyllis
AU - Morrison, Frederick J.
PY - 2009/1
Y1 - 2009/1
N2 - Recent findings demonstrate that the most effective reading instruction may vary with children's language and literacy skills. These Child × Instruction interactions imply that individualizing instruction would be a potent strategy for improving students' literacy. A cluster-randomized control field trial, conducted in 10 high-moderate poverty schools, examined effects of individualizing literacy instruction. The instruction each first grader received (n = 461 in 47 classrooms, mean age = 6.7 years) during fall, winter, and spring was recorded. Comparing intervention-recommended amounts of instruction with observed amounts revealed that intervention teachers individualized instruction more precisely than did comparison teachers. Importantly, the more precisely the children received recommended amounts of instruction, the stronger was their literacy skill growth. Results provide strong evidence of Child × Instruction interaction effects on literacy outcomes.
AB - Recent findings demonstrate that the most effective reading instruction may vary with children's language and literacy skills. These Child × Instruction interactions imply that individualizing instruction would be a potent strategy for improving students' literacy. A cluster-randomized control field trial, conducted in 10 high-moderate poverty schools, examined effects of individualizing literacy instruction. The instruction each first grader received (n = 461 in 47 classrooms, mean age = 6.7 years) during fall, winter, and spring was recorded. Comparing intervention-recommended amounts of instruction with observed amounts revealed that intervention teachers individualized instruction more precisely than did comparison teachers. Importantly, the more precisely the children received recommended amounts of instruction, the stronger was their literacy skill growth. Results provide strong evidence of Child × Instruction interaction effects on literacy outcomes.
UR - http://www.scopus.com/inward/record.url?scp=59949091087&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=59949091087&partnerID=8YFLogxK
U2 - 10.1111/j.1467-8624.2008.01247.x
DO - 10.1111/j.1467-8624.2008.01247.x
M3 - Article
C2 - 19236394
AN - SCOPUS:59949091087
SN - 0009-3920
VL - 80
SP - 77
EP - 100
JO - Child development
JF - Child development
IS - 1
ER -