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

 



 file\_download 

 **Size:** 1.66 MB 

 **Format:** PDF 

 **Date:** 11/09/2025 

 

 [ Download Resource file\_download ](/sites/g/files/omnuum9881/files/2025-11/Vocabulary%20Networks%20%26%20Reading%20Comp%202-pager.pdf) 





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.*](https://readslab.org/research)



 

 

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