Report
Improving Reading Comprehension, Science Domain Knowledge, and Reading Engagement through a First-Grade Content Literacy Intervention
| العنوان: | Improving Reading Comprehension, Science Domain Knowledge, and Reading Engagement through a First-Grade Content Literacy Intervention |
|---|---|
| اللغة: | English |
| المؤلفون: | James S. Kim, Mary A. Burkhauser, Laura Mesite, Catherine Asher, Jackie Eunyung Relyea, Jill Fitzgerald, Jeff Elmore |
| المصدر: | Grantee Submission. 2020. |
| Peer Reviewed: | Y |
| Page Count: | 102 |
| تاريخ النشر: | 2020 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305B150010 |
| نوع الوثيقة: | Reports - Research Tests/Questionnaires |
| Education Level: | Early Childhood Education Elementary Education Grade 1 Primary Education |
| Descriptors: | Reading Fluency, Elementary School Students, Emergent Literacy, Reading Tests, Reading Comprehension, Learner Engagement, Intervention, Program Effectiveness, Grade 1, Hierarchical Linear Modeling, Knowledge Level, Content Area Reading, Literacy, Reading Aloud to Others |
| Assessment and Survey Identifiers: | Dynamic Indicators of Basic Early Literacy Skills (DIBELS) |
| DOI: | 10.1037/edu0000465 |
| مستخلص: | 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 included a 10-day thematic unit that provided a framework for students to connect new learning to a meaningful schema (i.e., Arctic animal survival) and to pursue mastery goals for acquiring domain knowledge. A total of 38 first-grade classrooms (N = 674 students) within 10 elementary schools were randomly assigned to (a) MORE at school (MS), (b) MORE at home, (MS-H), in which the MS condition included at-home reading, or (c) typical instruction. Since there were minimal differences in procedures between the MS and MS-H conditions, the main analyses combined the two treatment groups. Findings from hierarchical linear models revealed that the MORE intervention had a positive and significant effect on science domain knowledge, as measured by vocabulary knowledge depth (ES = 0.30), listening comprehension (ES = 0.40), and argumentative writing (ES = 0.24). The MORE intervention effects on reading engagement as measured by situational interest, reading motivation, and task orientations were not statistically significant. However, the intervention had a significant, positive effect on a distal measure of reading comprehension (ES = 0.11), and there was no evidence of treatment-by-aptitude interaction effects. Content literacy can facilitate first graders' acquisition of science domain knowledge and reading comprehension without contributing to Matthew effects. [This paper will be published in the "Journal of Educational Psychology."] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| رقم الانضمام: | ED662409 |
| قاعدة البيانات: | ERIC |
| DOI: | 10.1037/edu0000465 |
|---|