Improving Reading Comprehension, Science Domain Knowledge, and Reading Engagement through a First-Grade Content Literacy Intervention

Autor/inn/en	Kim, James S.; Burkhauser, Mary A.; Mesite, Laura M.; Asher, Catherine A.; Relyea, Jackie Eunjung; Fitzgerald, Jill; Elmore, Jeff
Titel	Improving Reading Comprehension, Science Domain Knowledge, and Reading Engagement through a First-Grade Content Literacy Intervention
Quelle	In: Journal of Educational Psychology, 113 (2021) 1, S.3-26 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, James S.) ORCID (Relyea, Jackie Eunjung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000465
Schlagwörter	Reading Comprehension; Learner Engagement; Intervention; Program Effectiveness; Grade 1; Elementary School Students; Hierarchical Linear Modeling; Knowledge Level; Content Area Reading; Literacy; Reading Aloud to Others; Reading Fluency; Emergent Literacy; Reading Tests; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Leseverstehen; School year 01; 1. Schuljahr; Schuljahr 01; Wissensbasis; Sinnerfassendes Lesen; Alphabetisierung; Schreib- und Lesefähigkeit; Frühleseunterricht; Lesetest
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 (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 (effect size [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 × Aptitude interaction effects. Content literacy can facilitate first graders' acquisition of science domain knowledge and reading comprehension without contributing to Matthew effects. (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