The Model of Reading Engagement (MORE) Intervention: Impact on First Graders' Science Domain Knowledge and Reading Comprehension

The 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 connecting new learning to meaningful schemas, as exemplified by a 10-day thematic unit on Arctic animal survival to foster mastery goals for acquiring domain knowledge.

A total of 38 first-grade classrooms (N = 674 students) across 10 elementary schools were randomly assigned to one of three conditions: MORE at school (MS), MORE at home (MS-H), or typical instruction. Due to minimal procedural differences, the MS and MS-H conditions were combined for the main analyses.

Hierarchical linear models revealed a significant positive effect of the MORE intervention on science domain knowledge. This was measured by improvements in vocabulary knowledge depth (ES = .30), listening comprehension (ES = .40), and argumentative writing (ES = .24).

While the MORE intervention did not show a statistically significant effect on reading engagement (situational interest, motivation, and task orientations), it had a significant positive effect on a distal measure of reading comprehension (ES = .11). No evidence of Treatment × Aptitude interaction effects was found, suggesting the intervention benefits all students without creating Matthew effects.

The study concludes that content literacy, which integrates science knowledge acquisition with literacy instruction, can effectively facilitate first graders’ science domain knowledge and reading comprehension. This approach can improve the rigor, quality, and effectiveness of whole-class literacy instruction in early elementary grades without negatively impacting reading engagement or basic literacy skills.