This study analyzes data from the Model of Reading Engagement (MORE), a sustained content literacy intervention implemented in Grades 1-3, to examine the potential mechanisms of far transfer.
This paper finds positive effects from a digital activity aligned with class instruction, emphasizing the importance of technology and teachers complementing one another.
Lynne Dillman is the Program Coordinator for the READS Lab at CEPR, where she supports research studies, maintains administrative systems, and coordinates lab communications. The READS Lab at Harvard University is a joyful, agile research team that builds...
This study shows how item response theory can be used to estimate causal effects on psychological network structure, revealing intervention impacts on how skills or symptoms are interconnected beyond average score changes.
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 study shows that a SMART-designed, adaptive K–2 literacy intervention can improve reading outcomes—especially for nonresponders—when personalized print texts and apps are paired with targeted parent text-message supports.
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.
