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

Journal of School Psychology

Volumn 48, Issue 5, 2010, Pages 433-455

  Connor, Carol McDonald ^a   Ponitz, Claire Cameron ^b   Phillips, Beth M ^a   Travis, Q Monét ^a   Glasney, Stephanie ^a   Morrison, Frederick J ^c  

^a FLORIDA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF VIRGINIA   (United States)

^c UNIVERSITY OF MICHIGAN   (United States)

Author keywords

Academic intervention; Elementary children; Executive functioning; Individualizing instruction; Intervention; Reading comprehension; Self regulation; Social emotional assessment; Vocabulary

Indexed keywords

ARTICLE; CHILD; CLINICAL TRIAL; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; EXECUTIVE FUNCTION; FEMALE; HUMAN; INDIVIDUALITY; MALE; METHODOLOGY; MULTICENTER STUDY; MULTIVARIATE ANALYSIS; RANDOMIZED CONTROLLED TRIAL; READING; SOCIAL CONTROL; STATISTICAL ANALYSIS; STATISTICAL MODEL; TEACHING; UNITED STATES;

CHILD; EXECUTIVE FUNCTION; FEMALE; FLORIDA; HUMANS; INDIVIDUALITY; LINEAR MODELS; MALE; MATCHED-PAIR ANALYSIS; MULTIVARIATE ANALYSIS; READING; SOCIAL CONTROL, INFORMAL; TEACHING;

EID: 77955919193     PISSN: 00224405     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jsp.2010.06.003     Document Type: Article

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