Time to Transfer: Long-Term Effects of a Sustained and Spiraled Content Literacy Intervention in the Elementary Grades

This experimental study illustrates how sustaining and spiraling science schemas (background knowledge) and vocabulary from Grades 1 to 3 can improve students’ ability to comprehend passages in science, English language arts, and mathematics. Furthermore, findings suggest that systematically building background and vocabulary knowledge can sustain positive gains in elementary-grade students’ reading comprehension ability through the end of Grade 4, 14 months after the conclusion of the intervention activities.