Oslund, E. L., Clemens, N. H., Simmons, D. C., Smith, S. L., & Simmons, L. E. (2015). How Vocabulary Knowledge of Middle-School Students from Low Socioeconomic Background Influences Comprehension Processes and Outcomes. Learning and Individual Differences, 45, 159-165.
https://doi.org/10.1016/j.lindif.2015.11.013

has been cited by the following article:

• TITLE: The Impact of Knowledge-Building Curricula on Reading Achievement: Closing the Poverty Gap

  AUTHORS: Amanda E. Coleman, James P. Concannon

  KEYWORDS: Knowledge-Building, Curriculum, Reading, Poverty

  JOURNAL NAME: Creative Education, Vol.13 No.11, November 29, 2022

  ABSTRACT: The purpose of this study was to examine the effects of knowledge-building curricula on closing the opportunity gap between students from lower socioeconomic backgrounds compared to more affluent peers. Data consisted of fourth through eighth-grade students’ reading achievement levels on state-wide summative reading assessments from 2015 to 2019 attending US school districts implementing, and not implementing, knowledge-building curricula. Of the school districts implementing knowledge-building curricula, four separate knowledge-building curricula were analyzed among six experimental districts. We found statistically significant differences in the frequencies of students performing at varying proficiency levels between districts that implemented a knowledge-building curriculum versus districts that did not. A greater frequency of students than expected who were attending school districts implementing a knowledge-building curriculum was performing at higher proficiency levels compared to matched controls in twenty-two of twenty-seven comparisons. Overall, our study found that there is evidence to the claim that exposure to knowledge-building curricula closes the opportunity gap in reading achievement for students residing in economically disadvantaged environments.