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Download full textJames 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
Peer reviewed
Direct linkJames 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
James S. Kim; Mary A. Burkhauser; Laura Mesite; Catherine Asher; Jackie Eunyung Relyea; Jill Fitzgerald; Jeff Elmore – Grantee Submission, 2020
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 Fluency, Elementary School Students, Emergent Literacy, Reading Tests
