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Direct linkKim, 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
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
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
