Research | Using Small Groups to Differentiate Instruction

Connor, C. M., Morrison, F. J., Fishman, B., Crowe, E. C., Al Otaiba, S., & Schatschneider, C. (2013). A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students’ reading from first through third grade. Psychological Science , 24(8), 1408–1419. https://doi.org/10.1177/0956797612472204 Connor, C. M., Morrison, F. J., Fishman, B., Giuliani, S., Luck, M., Underwood, P. S., Bayraktar, A., Crowe, E. C., & Schatschneider, C. (2011a). Testing the impact of child characteristics x instruction interactions on third graders’ reading literacy instruction. Reading Research Quarterly , 46(3), 189–221. Connor, C. M., Morrison, F. J., Fishman, B. J., Ponitz, C. C., Glasney, S., Underwood, P. S., Piasta, S. B., Crowe, E. C., & Schatschneider, C. (2009a). The ISI classroom observation system: Examining the literacy instruction provided to individual students. Educational Researcher , 38(2), 85–99. https://doi. org/10.3102/0013189X09332373 Connor, C. M., Morrison, F. J., Fishman, B. J., Schatschneider, C., & Underwood, P. (2007). Algorithm- guided individualized reading instruction. Science , 315(2007), 464–465. https://doi.org/10.1126/ science.1134513 Connor, C. M., Morrison, F. J., & Petrella, J. N. (2004). Effective reading comprehension instruction: Examining child x instruction interactions. Journal of Educational Psychology , 96(4), 682–698. https://doi. org/10.1037/0022-0663.96.4.682 Connor, C. M., Morrison, F. J., Schatschneider, C., Toste, J. R., Lundblom, E., Crowe, E. C., & Fishman, B. (2011b). 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. https://doi.org/10.1080/19345747.2010.510179 Connor, C. M., Morrison, F. J., & Slominski, L. (2006). Preschool instruction and children's emergent literacy growth. Journal of Educational Psychology , 98(4), 665–689. https://doi.org/10.1037/0022-0663.98.4.665

Connor, C. M., Piasta, S. B., Fishman, B., Glasney, S., Schatschneider, C., Crowe, E., Underwood, P., & Morrison, F. J. (2009b). Individualizing student instruction precisely: Effects of child x instruction interactions on first graders’ literacy development. Child Development , 80(1), 77–100. https://doi. org/10.1111/j.1467-8624.2008.01247.x Conradi Smith, K., Amendum, S. J., & Williams, T. W. (2022). Maximizing small-group reading instruction. Reading Teacher , 76(3), 348–356. https://doi. org/10.1002/trtr.2146 Corrégé, J. B., & Michinov, N. (2021). Group size and peer learning: Peer discussions in different group size influence learning in a biology exercise performed on a tablet with stylus. Frontiers in Education . https://doi. org/10.3389/feduc.2021.733663 Datnow, A., Lockton, M., & Weddle, H. (2021). Capacity building to bridge data use and instructional improvement through evidence on student thinking. Studies in Educational Evaluation , 69. https://doi. org/10.1016/j.stueduc.2020.100869 Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly , 52(2), 221–258. https://doi. org/10.1177/0013161X15616863 Denton, C. A., Wexler, J., Vaughn, S., Bryan, D., Reed, D., & Fletcher, J. M. (2014). Effective instruction for adolescent struggling readers: A practice brief. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Dixon, D., Yssel, N., McConnell, T., & Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted , 37(2), 111–127. https://doi. org/10.1177/0162353214529042 Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly , 56(S1), S25–S44.https://doi.org/10.1002/rrq.411

ALIGNING PRACTICE WITH RESEARCH TOPIC PAPER 31

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