Syntes: Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention (2021)

Källa: https://doi.org/10.1037/edu0000465 (Journal of Educational Psychology 113(1))

Verified content

• Cluster-randomised trial: 38 first-grade classrooms (N = 674) in 10 schools; MORE content-literacy units built around domain knowledge versus typical instruction (abstract).

• Positive effects on science domain knowledge (vocabulary depth ES = .30), listening comprehension (ES = .40) and argumentative writing (ES = .24); no significant effect on reading engagement; a significant positive effect on a distal reading-comprehension measure.

• [full text, read 2026-10-30] Ten 60-minute lessons on Arctic animal survival taught within a three-week window (spring 2018), classrooms randomised within 10 schools; posttest after a one-week break.

• [full text] Listening comprehension = four inferential questions on one 189-word rainforest passage read aloud; Cronbach's alpha .35; ES .40. Distal reading comprehension (MAP Primary Grade Reading, RIT) ES .11 (coefficient 1.75, SE .83). Vocabulary depth ES .30, driven by taught words (ES .56; untaught .06). No treatment-by-pretest interaction on listening or reading.

Limits

• Short (10-day) unit; one US district.
• [full text] The ES .40 is a proximal, four-item, low-reliability listening measure; the general reading test moved by ES .11. Used 2026-10-30 to narrow C17's size range (weakened).

Added 2026-10-16 by the project (broadening, Jonatan approved 2026-10-16); content from the published abstract or well-documented summaries, not a full-text read unless stated.