Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Language Arts | 3 |
| Elementary School Students | 2 |
| English Instruction | 2 |
| Intervention | 2 |
| Literacy Education | 2 |
| Bilingualism | 1 |
| Children | 1 |
| Cognitive Processes | 1 |
| Comprehension | 1 |
| Content Area Reading | 1 |
| Differences | 1 |
| More ▼ | |
Source
| Grantee Submission | 3 |
Author
| HyeJin Hwang | 3 |
| Sonia Q. Cabell | 2 |
| Kristen L. McMaster | 1 |
| Panayiota Kendeou | 1 |
| Rachel E. Joyner | 1 |
Publication Type
| Reports - Research | 3 |
| Information Analyses | 1 |
| Journal Articles | 1 |
Education Level
| Elementary Education | 3 |
| Early Childhood Education | 1 |
| Kindergarten | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Early Childhood Longitudinal… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkHyeJin Hwang; Sonia Q. Cabell; Rachel E. Joyner – Grantee Submission, 2023
This systematic review examined whether building content knowledge in science and/or social studies topics during English Language Arts (ELA) instruction enhances vocabulary and comprehension. It also described how ELA instruction has been leveraged to build content knowledge in the elementary years. A systematic search of the extant literature…
Descriptors: Literacy Education, Elementary Education, Social Studies, Vocabulary
Download full textHyeJin Hwang; Kristen L. McMaster; Panayiota Kendeou – Grantee Submission, 2022
The present study tested the postulation that "knowledge begets reading, which begets knowledge." Using Random Intercepts Cross-Lagged Panel Models (RI-CLPM), we analyzed a U.S. nationally representative data set to examine the directionality and magnitude of the longitudinal relation between domain knowledge (operationalized as science…
Descriptors: Elementary School Students, Learning Processes, Reading, Short Term Memory
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
