ArticleJournal of educational psychology2017
Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI).
Article in Journal of educational psychology, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- The effect of stimulant medication on the learning of academic curricula in children with ADHD: A randomized crossover study.Journal of consulting and clinical psychology · 2022Trial
- Do Mathematics and Reading Skills Impact Student Science Outcomes?Journal of learning disabilitiesTrial
- How the Science of Reading Informs 21st-Century Education.Reading research quarterly · 2020Article
- Using Technology and Assessment to Personalize Instruction: Preventing Reading Problems.Prevention science : the official journal of the Society for Prevention Research · 2019Article
- Building Word Knowledge, Learning Strategies, and Metacognition with the Word-Knowledge E-Book.Computers & education · 2019Article
- Individualizing Student Instruction in Reading: Implications for Policy and Practice.Policy insights from the behavioral and brain sciences · 2016Article
Corrections and comments
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Authors and funding
8 authors.
Funding
Abstract
With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed Content Area Literacy Instruction (CALI), as an individualized (or personalized) instructional program for kindergarteners through fourth graders to build science and social studies knowledge. We developed CALI to be implemented in general education classrooms, over multiple iterations (n=230 students), using principles of design-based implementation research. The aims were to develop CALI as a usable and feasible instructional program that would, potentially, improve science and social studies knowledge, and could be implemented during the literacy block without negatively affecting students' reading gains (i.e., no opportunity cost). We then evaluated the efficacy of CALI in a randomized controlled field trial with 418 students in kindergarten through fourth grade. Results reveal that CALI demonstrates promise as a useable and feasible instructional individualized general education program, and is efficacious in improving social studies (
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.