Project Activities
Structured Abstract
Sample
Research design and methods
Control condition
Key measures
Data analytic strategy
People and institutions involved
IES program contact(s)
Products and publications
ERIC Citations: Find available citations in ERIC for this award here.
WWC Review:
Connor, C. M., Morrison, F. J., Schatschneider, C., Toste, J. R., Lundblom, E., Crowe, E. C., & Fishman, B. (2011). Effective classroom instruction: Implications of child characteristics by reading instruction interactions on first graders' word reading achievement. Journal of research on educational effectiveness, 4(3), 173-207. [WWC Review]
Connor, C. M., Morrison, F. J., Schatschneider, C., Toste, J. R., Lundblom, E., Crowe, E. C., & Fishman, B. (2011). Effective classroom instruction: Implications of child characteristics by reading instruction interactions on first graders' word reading achievement. Journal of research on educational effectiveness, 4(3), 173-207. [WWC Review]
Connor, C. M., Dombek, J., Crowe, E. C., Spencer, M., Tighe, E. L., Coffinger, S., ... & Petscher, Y. (2017). Acquiring science and social studies knowledge in kindergarten through fourth grade: Conceptualization, design, implementation, and efficacy testing of content-area literacy instruction (CALI). Journal of educational psychology, 109(3), 301. [WWC Review]
Crowe, E. C., Connor, C. M., & Petscher, Y. (2009). Examining the core: Relations among reading curricula, poverty, and first through third grade reading achievement. Journal of School Psychology, 47(3), 187-214. [WWC Review]
Select Publications:
Book chapters
Connor, C.M. (2011). Child by Instruction Interactions: Language and Literacy Connections. In S.B. Neuman, and D.K. Dickinson (Eds.), Handbook on Early Literacy (3rd ed., pp. 256-275). New York: Guilford.
Connor, C.M., and Morrison, F.J. (2012). Knowledge Acquisition in the Classroom: Literacy and Content-Area Knowledge. In A.M. Pinkham, T. Kaefer, and S.B. Neuman (Eds.), Knowledge Acquisition in the Classroom: Sources of Learning and Classroom Implications (pp. 220-239). New York: Guilford Press.
Connor, C.M., Morrison, F.J., Fishman, B., and Schatschneider, C. (2013). Assessment and Instruction Connections: The Implications of Child X Instruction Interactions Effects on Student Learning. In J. Sabatini, and E.R. Albro (Eds.), Assessing Reading in the 21st Century: Aligning and Applying Advances in the Reading and Measurement Sciences. Lanham, MD: R and L Education.
Morrison, F.J., and Connor, C.M. (2009). The Transition to School: Child-Instruction Transactions in Learning to Read. In A. Sameroff (Ed.), The Transactional Model of Development: How Children and Contexts Shape Each Other (pp. 183-201). Washington, DC: American Psychological Association.
Morrison, F.J., and Connor, C.M. (2010). Instructional Influences on Growth of Early Reading: Individualizing Student Learning. In N. Stein and S.W. Raudenbush (Eds.), Developmental Learning Sciences go to School: Implications for Education and Public Policy Research (pp. 17-29). New York: Taylor and Francis, Inc.
Morrison, F.J., and Connor, C.M. (2010). Literacy Development in the Transition to School: An Integrative Framework. In J. Meece, and J. Eccles (Eds.), Handbook of Research on Schools, Schooling, and Human Development (pp. 185-197). Mahwah, NJ: Lawrence Erlbaum Associates.
Morrison, F.J., Connor, C.M., and Hindman, A.H. (2010). Early Schooling and Growth of Literacy in the Transition to School. In D. Aram, and O. Korat (Eds.), Literacy Development and Enhancement Across Orthographies and Cultures (pp. 153-164). New York: Springer.
Journal articles
Al Otaiba, S., Connor, C.M., Folsom, J.S., Greulich, L., Meadows, J., and Li, Z. (2011). Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings From a Cluster-Randomized Control Field Trial. Elementary School Journal, 111(4): 535-560.
Al Otaiba, S., Petscher, Y., Pappamihiel, N., Williams, R.S., Dyrlund, A.K., and Connor, C.M. (2009). Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade. Journal of Educational Psychology, 101(2): 315-329.
Connor, C. M., Morrison, F. J., Fishman, B., Giuliani, S., Luck, M., Underwood, P.S., Bayraktar, A., Crowe, E.C., and Schatschneider, C. (2011). Testing the Impact of Child Characteristics x Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction. Reading Research Quarterly, 46(3): 189-221.
Connor, C.M. (2008). Language and Literacy Connections for Children who are African American. Perspectives on Communication Disorders and Science in Culturally and Linguistically Diverse Populations, 15: 43-53.
Connor, C.M. (2009). Individualized Reading Instruction in Early Elementary Classrooms. Perspectives on Language and Literacy, Special Edition: 33-38.
Connor, C.M., Jakobsons, L.J., Crowe, E., and Meadows, J. (2009). Instruction, Differentiation, and Student Engagement in Reading First Classrooms. Elementary School Journal, 109(3): 221-250.
Connor, C.M., Kaya, S., Luck, M., Toste, J., Canto, A., Rice, D. C., Novell, T., and Underwood, P.S. (2010). Content-Area Literacy: Individualizing Student Instruction in Second Grade Science. Reading Teacher, 63(6): 474-485
Connor, C.M., Morrison, F.J., Fishman, B., Ponitz, C.C., Glasney, S., Underwood, P., Piasta, S.B., Crowe, E.C., and Schatschneider, C. (2009). The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students. Educational Researcher, 38(2): 85-99.
Connor, C.M., Morrison, F.J., Schatschneider, C., Toste, J., Lundblom, E.G., Crowe, E., and Fishman, B. (2011). Effective Classroom Instruction: Implications of Child Characteristic by Instruction Interactions on First Graders' Word Reading Achievement. Journal for Research on Educational Effectiveness, 4(3): 173-207.
Connor, C.M., 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 by Instruction Interactions on First Graders' Literacy Development. Child Development, 80(1): 77-100.
Connor, C.M., Ponitz, C., Phillips, B.M., Travis, Q., Glasney, S., and Morrison, F.J. (2010). First Graders' Literacy and Self-Regulation Gains: The Effect of Individualizing Student Instruction. Journal of School Psychology, 48(5): 433-455.
Connor, C.M., Rice, D.C., Southerland, S.A., Canto, A., Underwood, P., Kaya, S., Fishman, B., and Morrison, F.J. (2012). Child Characteristics by Science Instruction Interactions in Second and Third Grade and Their Relation to Students' Content-Area Knowledge, Vocabulary and Reading Skill Gains. Elementary School Journal, 113(1): 52-75.
Connor, C.M., Schatschneider, C., Morrison, F.J., Ponitz, C.C, Piasta, S.B., Fishman, B., Ponitz, C.C., Crowe, E.C., Glasney, S., and Underwood, P.S. (2009). Back to the Future: Contrasting Scientific Styles in Understanding Reading: A Rejoinder to Willis and Smagorinsky. Educational Researcher, 38(7): 537-540.
Crowe, E., Connor, C.M., and Petscher, Y. (2009). Examining the Core: Relations Among Reading Curriculums, Poverty, and First Through Third Grade Reading Achievement. Journal of School Psychology, 47(3): 187-214.
Dombek, J., and Connor, C.M. (2012). Preventing Retention by Improving Teacher Efficacy in Reading. Psychology in Schools, 49(6): 568-588.
Hernandez, M., Al Otaiba, S., Folsom, J.S., Connor, C.M., and Thomas-Tate, S. (2012). The Componential Model of Reading: Predicting First Grade Reading Performance of Culturally Diverse Students From Ecological, Psychological, and Cognitive Factors Assessed at Kindergarten Entry. Journal of Learning Disabilities, 45(5): 406-417.
Patton-Terry, N., and Connor, C.M. (2010). African American English and Spelling: How do Second Graders Spell Dialect-Sensitive Features of Words?. Learning Disabilities Quarterly, 33(3): 199-210.
Petscher, Y., Connor, C.M., and Al Otaiba, S. (2012). Psychometric Analysis of the Diagnostic Evaluation of Language Variation Asessment. Assessment for Effective Intervention, 37(4): 244-251.
Piasta, S.B., Connor, C.M., Fishman, B., and Morrison, F.J. (2009). Teachers' Knowledge of Literacy, Classroom Practices, and Student Reading Growth. Scientific Studies of Reading, 13(3): 224-248.
Skibbe, L.E., Phillips, B.M., Day, S.L., Brophy-Herb, H.E., and Connor, C.M. (2012). Children's Early Literacy Growth in Relation to Classmates' Self-Regulation. Journal of Educational Psychology, 104(3): 541-553.
Taylor, J.J., Roehrig, A.D., Connor, C.M., and Schatschneider, C. (2010). Teacher Quality Moderates the Genetic Effects on Early Reading. Science, 328: 512-514.
Terry, N., Connor, C., Thomas-Tate, S., and Love, M. (2010). Examining Relationships Among Dialect Variation, Literacy Skills, and School Context in First Grade. Journal of Speech, Language and Hearing Research, 53(1): 126-145.
Terry, N.P., and Connor, C.M. (2012). Changing Nonmainstream American English Use and Early Reading Achievement From Kindergarten to First Grade. American Journal of Speech-Language Pathology, 21(1): 78-86.
Terry, N.P., Connor, C.M., and Petscher, Y. (2012). Dialect Variation and Reading: Is Change in Nonmainstream American English Use Related to Reading Achievement in First and Second Grades?. Journal of Speech Language and Hearing Research, 55(1): 55-69.
Watts-Taffe, S., Laster, B., Broach, L., Marinak, B., Connor, C. M., and Walker-Dalhouse, D. (2012). Differentiated Instruction: Making Informed Teacher Decisions. Reading Teacher, 66(4): 303-314.
Related projects
Supplemental information
Purpose: The purpose of this study, which follows the completion of an earlier IES award entitled Individualizing Student Instruction (ISI) is to replicate, in second and third grade, the first grade finding that individualizing literacy instruction, supported by Assessment-to-instruction (A2i) software, causes significantly stronger student reading outcomes than typical reading instruction and to examine the impact on achievement of receiving one, two or three years of individualized literacy instruction.
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