Acquiring science and social studies knowledge in kindergarten through fourth grade: Conceptualization, design, implementation, and efficacy testing of content-area literacy instruction (CALI).
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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 (d=2.2) and science (d=2.1) knowledge, with some evidence of improving oral and reading comprehension skills (d=.125).
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The subject-area content curricula developed by Connor et al. (2017) yielded significant improvements in knowledge of the taught content in a randomized trial with children in kindergarten through 4th grade.
“In a randomized trial with children in kindergarten through the 4th grade, these curricula yielded significant improvements in knowledge of the taught content (Connor et al., 2017).”
From The effect of stimulant medication on the learning of academic curricula in children with ADHD: A randomized crossover study. (2022) · cites this paper as Connor et al., 2017
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Clark, S., Brandt, L., & Joyner, E. (2023) · Reading & Writing Quarterly · doi:10.1080/10573569.2023.2190320
Using Conversation to Promote Language for Comprehension
Westby, C. E. (2024) · Word of Mouth · doi:10.1177/10483950241240557d
Fitzgerald, M. S. (2024) · Pedagogies An International Journal · doi:10.1080/1554480x.2024.2397536
Mancenido, Z. (2025) · Curriculum Perspectives · doi:10.1007/s41297-025-00307-9
Metsala, J. L. (2026) · Reading Psychology · doi:10.1080/02702711.2026.2692342
- Authors
- Connor, C. M., Dombek, J., Crowe, E. C., Spencer, M., Tighe, E. L., Coffinger, S., Zargar, E., Wood, T., & Petscher, Y.
- Affiliations
- Florida State University (US)
- Arizona State University (US)
- Venue
- Journal of Educational Psychology
- Published
- 2017-04
- Volume
- 109
- Issue
- 3
- Pages
- 301-320
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- PMC
- PMC5415842
- OpenAlex
- W2519333268
- Cited by
- 63
- References
- 50
- Citations by year
- 2026: 3 · 2025: 5 · 2024: 11 · 2023: 6 · 2022: 6 · 2021: 11 · 2020: 7 · 2019: 8 · 2018: 3 · 2017: 2 · 2016: 1
- FWCI
- 10.93
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Journal of Educational Psychology (publishedVersion, other-oa)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- eScholarship (California Digital Library) (submittedVersion)
- Funders
- U.S. Department of Education (R305F100027, R305H04013 and R305B070074)
- National Institute of Child Health and Human Development (R01HD48539 and P50 HD052120)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- Cali, scientific literacy, early elementary education, knowledge acquisition, instructional efficacy
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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