A sustained Grade 1-to-2 content literacy intervention improved science content reading comprehension (ES = .18) relative to control¶

Claim · All claims
Evidence · 1 study · causal r? · q3 · i1 small
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Following sustained thematic science lessons through Grade 2, treatment students outperformed control peers on science content reading comprehension with ES = .18. → Kim 2023

Evidence¶

Kim 2023¶

Kim, J. S., Burkhauser, M. A., Relyea, J. E., Gilbert, J. B., Scherer, E., Fitzgerald, J., Mosher, D., & McIntyre, J. (2023). A Longitudinal Randomized Trial of a Sustained Content Literacy Intervention From First to Second Grade: Transfer Effects on Students' Reading Comprehension. Journal of Educational Psychology, 115(1), 73-98. https://doi.org/10.1037/edu0000751

q3 · i1 · causal · r?

Longitudinal cluster randomized trial in which 30 schools were assigned to treatment or control; the analyzed second-follow-up sample was N = 2,156. The trial reports treatment students "outperformed their control group peers on a science content reading comprehension outcome (ES = .18)".

"Following the sustained implementation of thematic content literacy lessons in science through Grade 2, treatment group students also outperformed their control group peers on a science content reading comprehension outcome (ES = .18)."

Discussion¶

Related Claims¶

• Grade 1 thematic lessons plus summer wide reading reduced summer losses on domain-general reading relative to control — related
• Treatment teachers reported providing more incidental exposure to target vocabulary than control teachers (ES = .54) — related
• Implementation fidelity was high and treatment classrooms differed from controls in text complexity, task openness, and instructional time — related
• Grade 1 and Grade 2 domain-specific vocabulary knowledge explained 69% of the MORE intervention's treatment effect on Grade 2 domain-specific reading comprehension — related