Improving reading comprehension, science domain knowledge, and reading engagement through a first grade content literacy intervention

This randomized controlled trial examines the impact of a first-grade content literacy intervention, the Model of Reading Engagement (MORE), on students’ science domain knowledge, reading engagement, and reading comprehension. Implemented across 38 first-grade classrooms in 10 elementary schools, MORE integrates conceptually related science texts, concept mapping, interactive read-alouds, collaborative research, and argumentative writing within a 10-day thematic unit focused on Arctic animal survival. Findings show that students who participated in MORE demonstrated significant gains in science domain knowledge, including vocabulary knowledge depth, listening comprehension, and argumentative writing, as well as a positive effect on a distal measure of reading comprehension, without negative effects on basic literacy skills or evidence of widening achievement gaps. Although the intervention did not significantly increase measures of reading motivation or situational interest, results suggest that embedding rich science content into early literacy instruction can improve the rigor and effectiveness of Tier 1 instruction by strengthening knowledge-building processes that support comprehension.