Improving second-grade reading comprehension through a sustained content literacy intervention: A mixed-methods study examining the mediating role of domain-specific vocabulary

This CEPR READS Lab study investigated how the Model of Reading Engagement (MORE) program enhances reading comprehension by teaching vocabulary as interconnected networks rather than isolated words. Conducted in 30 first- and second-grade classrooms, the research found that students who learned through vocabulary networks developed stronger schemas—mental frameworks connecting concepts—and achieved higher reading comprehension scores. Analysis showed that 69% of the gains in comprehension could be attributed to growth in vocabulary knowledge, demonstrating that connecting words conceptually helps students transfer understanding to new and unfamiliar texts.

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