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Building Content Knowledge to Boost Comprehension in the Primary Grades
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Sonia Q. Cabell; HyeJin Hwang – Reading Research Quarterly, 2020
Well-established theoretical models and a body of empirical research elucidate the critical role of content knowledge in comprehending texts. However, the potential of supporting knowledge in service of enhancing linguistic and reading comprehension has been a relatively neglected topic in the science of reading. The authors explicate why…
Descriptors: Reading Comprehension, Primary Education, Language Arts, English Instruction
Effects of Integrated Literacy and Content-Area Instruction on Vocabulary and Comprehension in the Elementary Years: A Meta-Analysis
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HyeJin Hwang; Sonia Q. Cabell; Rachel E. Joyner – Scientific Studies of Reading, 2022
This study synthesized impacts of integrated literacy and content-area instruction (i.e., science, social studies) on vocabulary and comprehension outcomes in the elementary years (i.e., kindergarten through fifth grade). A systematic search of the extant literature identified 35 (quasi)experimental studies. Random-effects models were used to…
Descriptors: Meta Analysis, Vocabulary Development, Elementary School Students, Reading Comprehension
Effects of Integrated Literacy and Content-Area Instruction on Vocabulary and Comprehension in the Elementary Years: A Meta-Analysis
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HyeJin Hwang; Sonia Q. Cabell; Rachel E. Joyner – Grantee Submission, 2021
This study synthesized impacts of integrated literacy and content-area instruction (i.e., science, social studies) on vocabulary and comprehension outcomes in the elementary years (i.e., kindergarten through fifth grade). A systematic search of the extant literature identified 35 (quasi)experimental studies. Random-effects models were used to…
Descriptors: Meta Analysis, Vocabulary Development, Elementary School Students, Reading Comprehension
Building Content Knowledge to Boost Comprehension in the Primary Grades
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Sonia Q. Cabell; HyeJin Hwang – Grantee Submission, 2020
Well-established theoretical models and a body of empirical research elucidate the critical role of content knowledge in comprehending texts. However, the potential of supporting knowledge in service of enhancing linguistic and reading comprehension has been a relatively neglected topic in the science of reading. In this article, we explicate why…
Descriptors: Reading Comprehension, Elementary School Students, Content Area Reading, English Instruction