Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention.

By James S. Kim, Mary A. Burkhauser, Laura Mesite, C. Asher, J. Relyea, J. Fitzgerald, J. Elmore. 2020

111 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f301492e4bf537b35783b46bca15232340c6561e

Citations in the corpus

• Building Content Knowledge to Boost Comprehension in the Primary Grades (2020, unknown): “Some intervention studies have explicitly taught meanings of words connected to concepts, as well as relations among the words, and have demonstrated positive effects on vocabulary outcomes in early grades (e.g., Gonzalez et al., 2011; Kim et al., 2020; Neuman et al., 2011; Neuman & Kaefer, 2018).”