#  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 

 



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 **Date:** 01/09/2026 

 

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This study examines the effects of a classroom-based Tier 1 content literacy intervention—the Model of Reading Engagement (MORE)—on early-grade English learners’ (ELs) reading and writing outcomes, with a focus on understanding how and for whom the intervention works. Using data from a randomized controlled trial across 30 elementary schools, the authors analyze outcomes for Grades 1 and 2 ELs alongside their English-proficient peers. The intervention integrated science and social studies content with literacy instruction through informational texts, concept mapping, oral language development, and argumentative writing tasks. Results show that while the intervention did not significantly improve standardized reading proficiency or basic literacy skills, it produced substantial gains in argumentative writing in both science and social studies for ELs and non-ELs alike. Importantly, for ELs, improvements in reading proficiency were fully mediated by gains in domain-specific vocabulary knowledge and English oral proficiency, highlighting vocabulary and oral language as key mechanisms driving literacy development. These findings demonstrate that content-rich, language-integrated instruction can strengthen ELs’ academic writing and support reading development without detracting from foundational skills.



 

 

 See also:- [ Research and Reports ](/resource-type/research-report)
- [ Researcher ](/audience/researcher)
- [ School/District Leader ](/audience/schooldistrict-leader)
- [ Teacher ](/audience/teacher)
- [ Curriculum ](/focus-areas/curriculum)
- [ Reading Instruction ](/focus-areas/reading-instruction)
- [ MORE (Model of Reading Engagement)/READS Lab ](/projects/more-model-reading-engagement)
- [ 2024 ](/year/2024)
- [ K12 ](/sector/k12)