Effects of Integrated Literacy and Content-area Instruction on Vocabulary and Comprehension in the Elementary Years: A Meta-analysis
Primary school (grades 1–6) Reading and writing Explicit teaching and knowledge building
Links to claims
Supports (1)
| Claim | Basis |
|---|---|
| C17 | Meta-analysis of 35 (quasi)experimental K–5 studies: literacy taught through science/social-studies content raised comprehension (ES = 0.40), and standardised comprehension (ES = 0.25), with content knowledge ES = 0.89. Abstract only; includes quasi-experiments. |
Review state: first-pass draft, pending human review.
Source note
Syntes: Hwang, Cabell & Joyner (2022) — teaching literacy through science and social studies content improved comprehension, including on standardised tests
Källa: Hwang, H.; Cabell, S. Q.; Joyner, R. E. (2022 (online 2021)). Effects of Integrated Literacy and Content-area Instruction on Vocabulary and Comprehension in the Elementary Years: A Meta-analysis. Scientific Studies of Reading 26(3), 223–249. https://doi.org/10.1080/10888438.2021.1954005
Verified content
- [abstract] 35 (quasi)experimental studies, kindergarten to grade 5; random-effects models.
- [abstract] Overall effects: vocabulary ES = 0.91, comprehension ES = 0.40, both positive and significant.
- [abstract] Standardised comprehension outcomes: ES = 0.25, significant; standardised vocabulary outcomes: not significant.
- [abstract] Studies with content-knowledge outcomes: ES = 0.89. No significant moderators among design or intervention features (few studies).
Limits
- [abstract] Includes quasi-experiments; moderator tests underpowered.
- [assessment] Abstract only; the split between researcher-made and standardised measures matters for C17 (0.40 vs 0.25). Different paper from Cabell & Hwang 2020 (KNOW-003), which is a narrative review.
Why it is in the library
The main meta-analysis behind 'build knowledge to build comprehension' in the primary years, which C17's second clause rests on; it was missing from the library.
Added 2026-10-18 by the project (weekly source sweep). [abstract] = from the published abstract; [full text] = read in the full text; [assessment] = the project's own assessment.
Metadata as recorded
- ID
- KNOW-006
- Tier
- meta
- Titel
- Effects of Integrated Literacy and Content-area Instruction on Vocabulary and Comprehension in the Elementary Years: A Meta-analysis
- Författare
- Hwang, H.; Cabell, S. Q.; Joyner, R. E.
- År
- 2022 (online 2021) (Scientific Studies of Reading 26(3), 223–249)
- Källa/DOI
- https://doi.org/10.1080/10888438.2021.1954005
- URL
- https://www.tandfonline.com/doi/full/10.1080/10888438.2021.1954005 (subscription)
- Typ
- meta-analysis of 35 experimental and quasi-experimental studies (kindergarten to grade 5) of literacy instruction integrated with science or social studies
- Åldersgrupp
- grundskola-lag
- Teman
- lasning-och-skrivande;explicit-undervisning-kunskap
- Hämtad
- 2026-10-18
- Paywall
- paywalled
- Tillagd
- source sweep 2026-10-18 (kind: old); links pending human review
The original files (PDF or abstract) are kept in the project archive and are not published here.