Professor Thomas Kane, faculty director of the Center for Education Policy Research (CEPR) at Harvard University, believes meaningful change in education starts with testing new ideas, learning what works, and scaling successful approaches. His research...
This study shows that sustaining a content literacy intervention from first to second grade improves reading comprehension by building knowledge schemas that enable students to transfer learning to new, content-rich texts.
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 modeling item-level heterogeneous treatment effects with the Explanatory Item Response Model can reveal meaningful intervention impacts on specific assessment items that are hidden by average test-score analyses.
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 modeling item parameter drift with the Explanatory Item Response Model reveals durable transfer effects of a content literacy intervention, with especially strong and persistent gains on untaught vocabulary words.
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.
