This study shows that modeling item parameter drift with the Explanatory Item Response Model reveals durable transfer effects of a content literacy intervention, with especially strong and persistent gains on untaught vocabulary words.
This study shows that adding structured supplements to a single read-aloud lesson significantly improves third graders’ domain-specific reading comprehension by increasing teachers’ use of academic vocabulary and schema-building dialogue.
This study shows that a Tier 1 content literacy intervention significantly improves early-grade English learners’ argumentative writing and supports reading development through gains in academic vocabulary and oral language proficiency.
This study shows that a sustained, spiraled content literacy curriculum from Grades 1–3 produces lasting gains in reading, science comprehension, and mathematics that persist through Grade 4.
This study confirms that longitudinal changes in students’ self-reported SEL skills reflect meaningful growth that predicts future academic and behavioral outcomes, rather than mere measurement noise.
This study shows that families engage with educational technology in distinct ways, highlighting the need for schools to offer multiple, flexible tools for effective family-school communication.
This study shows that teaching vocabulary through connected networks builds deeper conceptual understanding, explaining how MORE significantly improves reading comprehension.
This study shows that teaching vocabulary through interconnected networks, rather than memorized lists, helps students retain and transfer knowledge across years and topics.
This study shows that embedding structured teacher supports into read-aloud lessons boosts student reading comprehension by increasing the use of academic vocabulary and schema connections.
This study shows that English learners thrive when language instruction is integrated with content-rich science and social studies, improving reading, writing, and oral language skills for all students.
