SRCLD 2022 SRCLD Presentation Details
    The Effect of Children's Language and Literacy Skills on the Efficacy of Early Reading Instruction: Causal implications of child characteristics by instruction interactions  
Carol M. Connor - Florida State University

SRCLD Year: 2009
Presentation Type: Invited Speaker
Presentation Time: (na)
Recent findings demonstrate that the most effective reading instruction may vary with children’s language and literacy skills. These child X instruction interactions imply that individualizing instruction would be a potent strategy for improving students’ literacy. Two cluster-randomized control field trials, conducted respectively in 10 and 7 high-moderate poverty schools, examined effects of individualizing literacy instruction and found significant effects of treatment. The instruction each first grader received, fall, winter and spring, was recorded. Comparing intervention-recommended amounts of instruction with observed amounts revealed that intervention teachers individualized instruction more precisely than did comparison teachers. Importantly, the more precisely children received recommended amounts of instruction, the stronger was their literacy skill growth. Results provide strong evidence of child X instruction interaction effects on literacy outcomes.
Funding: R01HD48539 “Child by Instruction Interactions: Effects of Individualizing Instruction” from the National Institute for Child Health and Human Development and R305H04013 and R305B070074 from the U.S. Department of Education, Institute for Education Science
Author Biosketch(es)

Dr. Carol McDonald Connor

Dr. Connor is an associate professor at Florida State University, College of Education, Reading and Language Arts, and a research faculty member of the Florida Center for Reading Research. Recently awarded the President’s Early Career Award for Scientists and Engineers (PECASE) and the 2007 APA Richard Snow Award, she completed her Ph.D in education and was an assistant research scientist in psychology at University of Michigan just prior to coming to Florida State. She has a master’s degree in speech-language pathology. Her research interests focus on children’s learning in the classroom from preschool through third grade and the complex relation between children’s language and literacy skill development. She is the principal investigator of a series of randomized control field trials funded by the US Department of Education, Institute for Education Sciences and the National Institute of Child Health and Human Development. These studies examine the effects of individualizing literacy instruction for first, second, and third grade students based on their entering language and reading skills. The intervention combines the use of Assessment-to-instruction (A2i) software with intensive professional development. A2i, which is web based, supports teachers’ efforts to individualize reading instruction using assessment to guide instruction and effective planning of small group instruction.