Home · Sources · Cabell et al. 2025

Impact of a content-rich literacy curriculum on kindergarteners' vocabulary, listening comprehension, and content knowledge

Cabell et al. 2025 · two cluster RCTs (school-level waitlist; replication) · touches 1 claim · used in 1 attack

Which beliefs it touches

C17 Background knowledge sets a limit on it
Two school-randomised trials, 47 US schools, 1,194 kindergarteners: a semester of Core Knowledge read-alouds (CKLA: Knowledge) taught the words and topics but did not improve standardised listening comprehension (pooled ES 0.03 and −0.03, ns; authors' 2020 report; published article not read). C17 weakened 2026-10-22 (consistency bound extended).