Effects of tier 1 content literacy intervention on early-grade English learners’ reading and writing: Exploring the mediating roles of domain-specific vocabulary and oral language proficiency

This research brief from CEPR's READS Lab summarizes findings from a randomized study exploring how the Model of Reading Engagement (MORE) curriculum supports English learners (ELs) and their English-proficient peers. MORE integrates content-rich science and social studies lessons with literacy and language development to build background knowledge and vocabulary through discussion, writing, and concept mapping. The study found that ELs in MORE classrooms outperformed peers in vocabulary, writing, and oral language proficiency—and even matched or surpassed English-proficient students in some areas—demonstrating that integrating language and content learning can promote equitable literacy growth for all students

Learn more about the READS Lab at readslab.org/research.