Literacy Research
Our Research
We believe that ". . . researchers can make every study count by learning from both replication success and failure to improve the rigor, relevance, and reproducibility of intervention research." (Kim, 2019).
For this reason, we are committed to making our findings and research data available to other researchers. Consistent with the principles of Open Science, we include open data, open materials, and preregistration info, with preregistration occurring BEFORE implementation.
To learn more about how you might gain access to our data sets, just click on "Replication Data" link for each study in our research database.
Time to Transfer: Long-Term Effects of a Sustained and Spiraled Content Literacy Intervention in the Elementary Grades
Can MORE science and social studies help elementary students become better readers - and better mathematicians too? This research paper serves as the foundational work behind the lab’s broader research program. It establishes the core ideas, methods, and findings that guide the lab’s ongoing projects, providing a framework for expanding, testing, and applying this work across different questions and contexts.
To explore the rest of our accessible research, please click on the button below to access our research database.
Sample 2,879 students and 93 teachers
Timeline 2019-2022
Outcome of Interest Domain general reading comprehension and vocabulary, science content reading comprehension, vocabulary knowledge
Intervention Use of the MORE curriculum (content literacy intervention)
Use of the MORE curriculum (content literacy intervention)
AEA RCT Registration Registration Link
Replication Data Replication Link
Published Paper Developmental Psychology