NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20241
Since 2021 (last 5 years)7
Descriptor
Content Area Reading7
Grade 17
Elementary School Students5
Knowledge Level5
Elementary School Teachers3
Intervention3
Literacy Education3
Reading Comprehension3
Science Education3
Vocabulary Development3
Emergent Literacy2
Grade 22
Kindergarten2
Oral Reading2
Reading Aloud to Others2
Reading Instruction2
Reading Tests2
Social Studies2
Transfer of Training2
Academic Achievement1
Cognitive Processes1
Computer Assisted Testing1
Content Area Writing1
Correlation1
Curriculum Implementation1
More ▼
Source
Journal of Educational…2
Annenberg Institute for…1
Early Education and…1
Language Testing1
Mid-Western Educational…1
ProQuest LLC1
Author
James S. Kim2
Mary A. Burkhauser2
Bishop, Kyoungwon1
Burkhauser, Mary A.1
Catherine A. Asher1
Ethan Scherer1
Fitzgerald, Jill1
Gary Cook, Howard1
Gilbert, Joshua B.1
Jackie E. Relyea1
Jackie Eunjung Relyea1
Jeff Elmore1
Jill Fitzgerald1
Johanna N. Tvedt1
Joshua B. Gilbert1
Katie Danielson1
Kim, James S.1
Kristin E. Burger1
Laura M. Mesite1
Martin, Linda E.1
Martin, Nicole M.1
McIntyre, Joseph1
Min, Shangchao1
Mosher, Douglas1
Patrick Rich1
More ▼
Publication Type
Reports - Research6
Journal Articles5
Dissertations/Theses -…1
Education Level
Early Childhood Education7
Elementary Education7
Grade 17
Primary Education7
Grade 22
Kindergarten2
Preschool Education2
Grade 31
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
Dynamic Indicators of Basic…1
What Works Clearinghouse Rating
Meets WWC Standards without Reservations2
Meets WWC Standards with or without Reservations2
Showing all 7 results Save | Export
A Longitudinal Randomized Trial of a Sustained Content Literacy Intervention from First to Second Grade: Transfer Effects on Students' Reading Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Kim, James S.; Burkhauser, Mary A.; Relyea, Jackie Eunjung; Gilbert, Joshua B.; Scherer, Ethan; Fitzgerald, Jill; Mosher, Douglas; McIntyre, Joseph – Journal of Educational Psychology, 2023
We developed a sustained content literacy intervention that emphasized building domain and topic knowledge from Grade 1 to Grade 2 and evaluated transfer effects on students' reading comprehension outcomes. The Model of Reading Engagement (MORE) intervention emphasizes thematic lessons that provide an intellectual framework for helping students…
Descriptors: Elementary School Students, Grade 1, Grade 2, Literacy Education
The Promise of Refutation Texts for Science and Literacy Learning in the Primary Grades: A Descriptive Study of Extratextual Talk during the Read-Aloud
Direct linkDirect link
Kristin E. Burger – ProQuest LLC, 2024
Knowledge supports all aspects of reading including decoding, fluency, and comprehension (Cervetti & Hiebert, 2015; Cervetti & Wright, 2020; Duke & Cartwright, 2021; Kintsch, 1988, 1988; McNamara & Kintsch, 1996; Priebe et al., 2012). Early knowledge predicts reading growth, and science knowledge and reading have a mutually…
Descriptors: Knowledge Level, Kindergarten, Grade 1, Preschool Teachers
Time to Transfer: Long-Term Effects of a Sustained and Spiraled Content Literacy Intervention in the Elementary Grades. EdWorkingPaper No. 23-769
PDF on ERIC Download full text
James S. Kim; Joshua B. Gilbert; Jackie E. Relyea; Patrick Rich; Ethan Scherer; Mary A. Burkhauser; Johanna N. Tvedt – Annenberg Institute for School Reform at Brown University, 2023
We investigated the effectiveness of a sustained and spiraled content literacy intervention that emphasizes building domain and topic knowledge schemas and vocabulary for elementary-grade students. The Model of Reading Engagement (MORE) intervention underscores thematic lessons that provide an intellectual structure for helping students connect…
Descriptors: Elementary School Students, Grade 1, Grade 2, Grade 3
Improving Reading Comprehension, Science Domain Knowledge, and Reading Engagement through a First-Grade Content Literacy Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
James S. Kim; Mary A. Burkhauser; Laura M. Mesite; Catherine A. Asher; Jackie Eunjung Relyea; Jill Fitzgerald; Jeff Elmore – Journal of Educational Psychology, 2021
This study investigated the effectiveness of the Model of Reading Engagement (MORE), a content literacy intervention, on first graders' science domain knowledge, reading engagement, and reading comprehension. The MORE intervention emphasizes the role of domain knowledge and reading engagement in supporting reading comprehension. MORE lessons…
Descriptors: Reading Comprehension, Learner Engagement, Intervention, Program Effectiveness
Reading Is a Multidimensional Construct at Child-L2-English-Literacy Onset, but Comprises Fewer Dimensions over Time: Evidence from Multidimensional IRT Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Min, Shangchao; Bishop, Kyoungwon; Gary Cook, Howard – Language Testing, 2022
This study explored the interplay between content knowledge and reading ability in a large-scale multistage adaptive English for academic purposes (EAP) reading assessment at a range of ability levels across 1-12 graders. The datasets for this study were item-level responses to the reading tests of ACCESS for ELLs Online 2.0. A sample of 10,000…
Descriptors: Item Response Theory, English Language Learners, Correlation, Reading Ability
Addressing Disciplinary Literacy: An Examination of Teachers' Instruction in First Grade
Peer reviewed Peer reviewed
Direct linkDirect link
Martin, Nicole M.; Stefanski, Angela J.; Martin, Linda E. – Mid-Western Educational Researcher, 2021
Disciplinary literacy instruction during kindergarten through second grade enables students to begin developing facility with consuming, producing, and learning from texts in academic disciplines across their school careers and for full civic participation. Extant intervention studies and descriptions of practice in the primary grades offer…
Descriptors: Grade 1, Elementary School Teachers, Knowledge Level, Intellectual Disciplines
Enacting Content-Rich Curriculum in Early Childhood: The Role of Teacher Knowledge and Pedagogy
Peer reviewed Peer reviewed
Direct linkDirect link
Susan B. Neuman; Katie Danielson – Early Education and Development, 2021
Research Findings: This study examines the complexities of enacting an explicit content-rich curriculum in a large urban school district. Thirty-six teachers from 12 elementary schools, preK through Grade 1 were recruited to teach the "World of Words," an integrated science and literacy supplementary curriculum. Prior to the start of the…
Descriptors: Curriculum Implementation, Integrated Curriculum, Content Area Reading, Elementary School Science