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Direct linkJames S. Kim; Mary A. Burkhauser; Laura M. Mesite; Catherine A. Asher; Jackie Eunjung Relyea; Jill Fitzgerald; Jeff Elmore – Journal of Educational Psychology, 2021
This study investigated the effectiveness of the Model of Reading Engagement (MORE), a content literacy intervention, on first graders' science domain knowledge, reading engagement, and reading comprehension. The MORE intervention emphasizes the role of domain knowledge and reading engagement in supporting reading comprehension. MORE lessons…
Descriptors: Reading Comprehension, Learner Engagement, Intervention, Program Effectiveness
Neuman, Susan B.; Pinkham, Ashley; Kaefer, Tanya – Early Education and Development, 2015
The purpose of this study was to support teachers' child-directed language and student outcomes by enhancing the educative features of an intervention targeted to vocabulary, conceptual development and comprehension. Using a set of design heuristics (Davis & Krajcik, 2005), our goal was to support teachers' professional development within the…
Descriptors: Vocabulary Development, Preschool Education, Preschool Curriculum, Faculty Development
Neuman, Susan B.; Newman, Ellen H.; Dwyer, Julie – Reading Research Quarterly, 2011
The purpose of this study was to examine the hypothesis that helping preschoolers learn words through categorization may enhance their ability to retain words and their conceptual properties, acting as a bootstrap for self-learning. We examined this hypothesis by investigating the effects of the World of Words instructional program, a supplemental…
Descriptors: Preschool Children, Disadvantaged Youth, Vocabulary Development, Intervention
