We thank Deanna Birdyshaw for her advice and support in the design and implementation of the Individualizing Student Instruction (ISI) professional development protocol; Chantel Huddleston, Ummuhan Yesil-Dagli, and members of the video coding group for the hours they spent coding classroom videos; and David Francis for suggestions regarding the analyses. We also thank the ISI Project team members, as well as Andy Godsberg and Colleen Peterson for their work on A2i and ISIOnline. We appreciate the helpful feedback on early drafts of this manuscript from Stephanie Al Otaiba, Laura Lang, Alysia Roehrig, Sharilyn Steadman, and Jeanine Turner, all from Florida State University. Additionally, we thank the children, parents, teachers, and school administrators without whom this research would not have been possible. This study was funded by Grants R305H04013 and R305B070074, “Child by Instruction Interactions: Effects of Individualizing Instruction” from the US. Department of Education, Institute for Education Sciences, and by Grant R01HD48539 from the National Institute for Child Health and Human Development, and, in part, by a predoctoral training Grant R305B04074, from the Institute of Education Sciences. The opinions expressed are ours and do not represent views of the funding agencies.
Individualizing Student Instruction Precisely: Effects of Child × Instruction Interactions on First Graders’ Literacy Development
Version of Record online: 5 FEB 2009
© 2009, Copyright the Author(s); Journal Compilation © 2009, Society for Research in Child Development, Inc.
Volume 80, Issue 1, pages 77–100, January/February 2009
How to Cite
McDonald Connor, C., Piasta, S. B., Fishman, B., Glasney, S., Schatschneider, C., Crowe, E., Underwood, P. and Morrison, F. J. (2009), Individualizing Student Instruction Precisely: Effects of Child × Instruction Interactions on First Graders’ Literacy Development. Child Development, 80: 77–100. doi: 10.1111/j.1467-8624.2008.01247.x
- Issue online: 5 FEB 2009
- Version of Record online: 5 FEB 2009
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