Building a Science of Teaching Reading and Vocabulary: Experimental Effects of Structured Supplements for a Read Aloud Lesson on Third Graders’ Domain-Specific Reading Comprehension

This experimental study examines the impact of structured instructional supplements integrated into read-aloud lessons on third-grade students’ domain-specific reading comprehension and vocabulary learning. The findings suggest that targeted instructional supports can improve students’ understanding of academic content and strengthen vocabulary acquisition, contributing to evidence-based approaches for literacy instruction in elementary classrooms.