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

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James S. Kim; Mary A. Burkhauser; Laura M. Mesite; Catherine A. Asher; Jackie Eunjung Relyea; Jill Fitzgerald; Jeff Elmore – Journal of Educational Psychology, 2021

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…

Descriptors: Reading Comprehension, Learner Engagement, Intervention, Program Effectiveness

An Examination of the Efficacy of Insights in Enhancing the Academic and Behavioral Development of Children in Early Grades

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O'Connor, Erin E.; Cappella, Elise; McCormick, Meghan P.; McClowry, Sandee G. – Journal of Educational Psychology, 2014

The primary aim of this group randomized trial was to test the efficacy of INSIGHTS Into Children's Temperament (INSIGHTS) in increasing the academic achievement and sustained attention and reducing the disruptive behavior problems of low-income kindergarten and 1st grade children. Twenty-two urban elementary schools serving low-income families…

Descriptors: Elementary School Students, Kindergarten, Grade 1, Program Effectiveness