A Longitudinal Randomized Trial of a Sustained Content Literacy Intervention from First to Second Grade: Transfer Effects on Students' Reading Comprehension

Autor/inn/en	Kim, James S.; Burkhauser, Mary A.; Relyea, Jackie Eunjung; Gilbert, Joshua B.; Scherer, Ethan; Fitzgerald, Jill; Mosher, Douglas; McIntyre, Joseph
Titel	A Longitudinal Randomized Trial of a Sustained Content Literacy Intervention from First to Second Grade: Transfer Effects on Students' Reading Comprehension
Quelle	In: Journal of Educational Psychology, 115 (2023) 1, S.73-98 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, James S.) ORCID (Relyea, Jackie Eunjung) ORCID (Gilbert, Joshua B.) ORCID (Scherer, Ethan) ORCID (Fitzgerald, Jill) ORCID (Mosher, Douglas) ORCID (McIntyre, Joseph)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000751
Schlagwörter	Elementary School Students; Grade 1; Grade 2; Literacy Education; Intervention; Transfer of Training; Reading Comprehension; Content Area Reading; Science Education; Social Studies; Vocabulary Development; Oral Reading; Metalinguistics + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Training; Transfer; Ausbildung; Leseverstehen; Sinnerfassendes Lesen; Naturwissenschaftliche Bildung; Gemeinschaftskunde; Wortschatzarbeit; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Metalanguage; Metasprache
Abstract	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 connect new learning to a general schema (i.e., how scientists study past events). A total of 30 elementary schools (N = 2,952 students; N = 144 teachers) were randomly assigned to a treatment or control group. Over 12 months, the treatment group students participated in (a) spring Grade 1 thematic content literacy lessons in science and social studies followed by wide reading of thematically related informational texts during summer, and (b) fall to spring Grade 2 thematic content literacy lessons in science. After implementation of Grade 1 thematic content literacy lessons and summer support for reading, treatment group students experienced smaller summer losses on a domain-general measure of reading than control group students. 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 = 0.18). Furthermore, we found transfer effects on science content reading comprehension that varied by passage-item type (near-, mid-, and far-transfer passages determined by the inclusion and number of directly taught words in passages). A sustained content literacy intervention that aligns content and instruction across grades can help students transfer knowledge to novel reading comprehension tasks. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01