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

被引：91

作者：

Connor, Carol McDonald ^{[1
]}

Ponitz, Claire Cameron ^{[2
]}

Phillips, Beth M. ^{[1
]}

Travis, Q. Monet ^{[1
]}

Glasney, Stephanie ^{[1
]}

Morrison, Frederick J. ^{[3
]}

机构：

[1] Florida State Univ, Tallahassee, FL 32306 USA

[2] Univ Virginia, CASTL, Charlottesville, VA 22903 USA

[3] Univ Michigan, Ann Arbor, MI 48109 USA

来源：

JOURNAL OF SCHOOL PSYCHOLOGY | 2010年 / 48卷 / 05期

关键词：

Self-regulation; Executive functioning; Individualizing instruction; Intervention; Reading comprehension; Vocabulary; Social-emotional assessment; Elementary children; Academic intervention; BEHAVIORAL-REGULATION; RISK-FACTORS; CLASSROOM; READINESS; TEACHERS; CHILDREN; SKILLS; IMPACT; MATH;

D O I：

10.1016/j.jsp.2010.06.003

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

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. (C) 2010 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

引用

页码：433 / 455

页数：23

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