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Contents
- Abstract
- Theoretical and Conceptual Framework for First-Grade Content Literacy
- Domain Knowledge and Reading Comprehension
- Science Content Literacy Instruction and Reading Engagement
- Making Content Literacy Effective in First Grade
- Research Supporting the Model of Reading Engagement (MORE) Instructional Components
- MORE Components to Foster Domain Knowledge
- Conceptually related science texts that provide repeated exposures to semantically related vocabulary
- Concept mapping to make connections among related vocabulary
- Strategic support for argumentative writing
- MORE Components to Foster Reading Engagement
- Interactive read-alouds and discussion
- Peer-mediated, collaborative research
- Student choice of conceptually related information books to read at home
- The Present Study
- Method
- Research Design and Participants
- Procedure
- MORE Intervention Description
- Professional development
- MORE theme and schedule
- Procedures for selecting domain specific vocabulary
- Daily lesson activities
- Fidelity of Implementation
- Adherence to MORE components
- Program differentiation in read-aloud texts
- Program differentiation in literacy tasks
- Student Measures
- Reading comprehension
- Basic literacy skills
- Science domain knowledge: Vocabulary knowledge depth
- Science domain knowledge: Listening comprehension
- Science domain knowledge: Argumentative writing
- Engagement: Situational interest
- Engagement: Reading motivation
- Engagement: Task orientations
- Data Analysis
- Missing Data
- Results
- Descriptive and Correlational Analyses
- Hierarchical Linear Modeling Analyses
- Preliminary analysis
- Research Question 1: Main effect of MORE intervention on proximal measures of science domain knowledge
- Research Question 2: Main effect of MORE intervention on proximal measures of reading engagement
- Research Question 3: Main effect of MORE intervention on distal measures of reading comprehension outcomes
- Research Question 4: Treatment-by-student interaction effects on posttest outcomes
- Sensitivity analyses
- Discussion
- Evidence for the Effectiveness of MORE
- Limitations and Future Research
- Conclusion
Figures and Tables
Abstract
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...