Journal
JOURNAL OF SCHOOL PSYCHOLOGY
Volume 48, Issue 5, Pages 433-455Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.jsp.2010.06.003
Keywords
Self-regulation; Executive functioning; Individualizing instruction; Intervention; Reading comprehension; Vocabulary; Social-emotional assessment; Elementary children; Academic intervention
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Funding
- NICHD NIH HHS [R01 HD048539, P50 HD052120, R21 HD062834, R01HD48539] Funding Source: Medline
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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. (C) 2010 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
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