The ISI intervention shows no main effect on first graders' self-regulation gains from fall to spring¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2010 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? For students with typical self-regulation, assignment to ISI classrooms produced no significant effect on HTKS score gains from fall to spring. → Connor Carol McDonald 2010

Evidence¶

Connor Carol McDonald 2010¶

Connor Carol McDonald, Ponitz Claire Cameron, Phillips Beth M., Travis Q. Monét, Glasney Stephanie, Morrison Frederick J. (2010). First graders' literacy and self-regulation gains: The effect of individualizing student instruction. Journal of School Psychology. https://doi.org/10.1016/j.jsp.2010.06.003

q3 · i? · causal · r2

Cluster randomized control field trial with 445 first graders in 46 classrooms analyzed with HLM; the final model explained 13% of the variance in children's scores. The article reports "no main effect of ISI on students' self-regulation growth"; equivalence was not tested.

"There was no main effect of ISI on students' self-regulation growth (see Table 7). That is, for students with typical self-regulation, whether they were in a treatment or control classroom, there was no significant effect on their HTKS score gains from fall to spring"

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it

Related Claims¶

• Fall self-regulation (HTKS) scores predict spring literacy gains in first grade — related
• For first graders with weak initial self-regulation, ISI is associated with greater self-regulation gains, increasing with teachers' A2i use — related
• HTKS scores show validity evidence for first graders, associating with teacher-rated social skills and problem behavior — related
• ISI teachers demonstrate stronger classroom management than control teachers, with more instructional time and fewer disruptions — related