#  Leveraging Item Parameter Drift to Assess Transfer Effects in Vocabulary Learning 

 



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 **Date:** 11/09/2025 

 

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This CEPR READS Lab study explores how the **Model of Reading Engagement (MORE)** program strengthens students’ long-term vocabulary learning by teaching words in connected networks rather than isolated lists. Conducted across 30 first- and second-grade classrooms, the study followed students into third grade and used a novel statistical method to examine growth on both taught and untaught vocabulary. Students who received MORE instruction outperformed their peers on all measures, with the largest gains for untaught words—showing that they transferred knowledge beyond direct instruction. The findings reveal that organizing vocabulary around meaningful concepts and schemas supports deeper, more durable learning.

*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)