Improving Reading Comprehension, Science Domain Knowledge, And Reading Engagement Through A First-Grade Content Literacy Intervention

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] = .30), listening comprehension (ES = .40), and argumentative writing (ES = .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 = .11), and there was no evidence of Treatment x Aptitude interaction effects. Content literacy can facilitate first graders' acquisition of science domain knowledge and reading comprehension without contributing to Matthew effects.Educational Impact and Implications StatementIn the present study, classroom teachers taught first-grade children about science knowledge while they conducted literacy instruction. Grounding literacy instruction in science content is called content literacy instruction. The aim of content literacy instruction is to help young children acquire conceptually related vocabulary while learning science (and history) content. Results indicate that content literacy instruction can improve first graders' science domain knowledge and reading comprehension outcomes. Furthermore, there were no negative or adverse effects on first graders' reading engagement or basic literacy skills. The study suggests that content literacy instruction can improve the rigor, quality, and effectiveness of whole class literacy instruction in the early elementary grades.