Mapping the Mechanisms of Interdisciplinary Learning Transfer from Reading to Math Achievement: Evidence from a Large-Scale Randomized Controlled Trial (Poster 17)

• In Event: AERA Poster Session Friday 11:45am
  In Invited Poster Session: AERA Promising Scholarship in Education Research: Dissertation Fellows and Their Research Poster Session

Abstract

Far transfer remains elusive in intervention research, and even when it is found, its mechanisms remain unclear or unexplored. This study analyzes data from the Model of Reading Engagement (MORE), a sustained content literacy intervention implemented in Grades 1-3 that demonstrated positive treatment effects on both near transfer reading and far transfer math outcomes in a prior study. Here, we extend the original analysis to examine the potential mechanisms of the far transfer effects previously observed on math. Mediation analysis shows that approximately 50% of the treatment effect on Grade 4 math is explained by Grade 3 reading, leaving the remainder attributable to other factors.

Authors

• Joshua Baer Gilbert, Harvard University

• James S. Kim, Harvard University