This study shows that a short, first-grade content literacy intervention can significantly strengthen science knowledge and reading comprehension without harming foundational literacy skills or engagement.
This study shows that sustained content literacy instruction improves second-grade reading comprehension primarily by building interconnected networks of domain-specific vocabulary over time.
This meta-analysis shows that educational apps can meaningfully improve early literacy and math—especially for preschoolers and constrained skills—but their effectiveness varies widely based on age, skill type, and outcome measurement.
This study shows that parental text messaging is most effective when messages are personalized and thoughtfully framed, with certain combinations of message content producing stronger gains in student reading than others.
This study shows how combining human scoring with automated text analysis can deepen understanding of writing intervention impacts by revealing the linguistic and cognitive mechanisms behind improved student writing.
This study shows that families engage with educational technology in distinct ways—and that multilingual, two-way text messaging is especially effective for supporting equitable family engagement in linguistically diverse communities.
This study shows that adding structured supplements to a single read-aloud lesson significantly improves third graders’ domain-specific reading comprehension by increasing teachers’ use of academic vocabulary and schema-building dialogue.
This large-scale replication study confirms that the MORE content literacy intervention substantially improves elementary students’ science and social studies vocabulary and argumentative writing, with vocabulary growth serving as a key mechanism for
This study shows that a Tier 1 content literacy intervention significantly improves early-grade English learners’ argumentative writing and supports reading development through gains in academic vocabulary and oral language proficiency.
This study shows that a sustained, spiraled content literacy curriculum from Grades 1–3 produces lasting gains in reading, science comprehension, and mathematics that persist through Grade 4.
