Carol McDonald Connor|Shayne B. Piasta|Barry J. Fishman|Stephanie Glasney|Christopher Schatschneider|Elizabeth Coyne Crowe|Phyllis Underwood|Frederick J. Morrison
Individualizing Student Instruction Precisely: Effects of Child × Instruction Interactions on First Graders’ Literacy Development
Florida State University|Florida State University|University of Michigan–Ann Arbor|Florida State University|Florida State University|Florida State University|Florida State University|University of Michigan–Ann Arbor
recent findings demonstrate effective reading instruction may vary childrens language literacy skills child instruction interactions imply individualizing instruction would potent strategy improving students literacy clusterrandomized control field trial conducted 10 highmoderate poverty schools examined effects individualizing literacy instruction instruction first grader received n 461 47 classrooms mean age 67 years fall winter spring recorded comparing interventionrecommended amounts instruction observed amounts revealed intervention teachers individualized instruction precisely comparison teachers importantly precisely children received recommended amounts instruction stronger literacy skill growth results provide strong evidence child instruction interaction effects literacy outcomes