ArticlePolicy insights from the behavioral and brain sciences2016
Individualizing Student Instruction in Reading: Implications for Policy and Practice.
Article in Policy insights from the behavioral and brain sciences, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT05133479 (Translating Research Into School-based Practice Via Small-group, Language-focused Comprehension Intervention), which is not on this map. Cited by 9 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Translating Research Into School-based Practice Via Small-group, Language-focused Comprehension Intervention
Who cites it
9 citing papers in PubMed.
- Speech Enabled Reading Fluency Assessment: a Validation Study.International journal of artificial intelligence in education · 2025Article
- Understanding Heterogeneity in the Impact of Public Preschool Programs.Monographs of the Society for Research in Child Development · 2023Article
- Early childhood education language environments: considerations for research and practice.Frontiers in psychology · 2023Review
- Bringing Assessment-to-Instruction (A2i) Technology to Scale: Exploring the Process from Development to Implementation.Journal of educational psychology · 2022Article
- Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism.Journal of autism and developmental disorders · 2022Observational
- A Commentary on Bowers (2020) and the Role of Phonics Instruction in Reading.Educational psychology review · 2021Article
- Preschoolers Benefit Equally From Video Chat, Pseudo-Contingent Video, and Live Book Reading: Implications for Storytime During the Coronavirus Pandemic and Beyond.Frontiers in psychology · 2020Article
- Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice.The American psychologist · 2020Review
- Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2018Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
Abstract
Despite three decades of scientific and public attention on efforts to improve literacy in America, little progress has been made in closing achievement gaps across racial, ethnic and socioeconomic lines. This article argues that one major reason is failure to take into account the mosaic of strengths and weaknesses individual children bring to school. With this comes the failure to develop personalized instruction for each child. We briefly review the research available, and then describe how research, ours and others, supports the efficacy of individualizing or personalizing student instructional (ISI) and illustrate how society might close achievement gaps. ISI, and other regimes, offer a systematic instructional program, incorporate child assessment, and personalized small-group instruction. In ISI, this is aided by computer-generated recommendations and planning tools, coupled with extensive, ongoing professional development. ISI has been shown to be highly effective from preschool through third grade in improving children's literacy skills. The practical and policy implications of implementing effective instruction are discussed.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.