Effects of Tier I Content Literacy Intervention on Early-Grade English Learners’ Reading and Writing: Exploring the Mediating Roles of Domain-Specific Vocabulary and Oral Language Proficiency

This study examines the effects of a Tier I content literacy intervention on reading and writing outcomes among early-grade English learners. The authors investigate whether improvements in domain-specific vocabulary knowledge and oral language proficiency mediate literacy gains. Findings contribute to understanding how integrated literacy instruction can support academic language development and strengthen reading and writing achievement for multilingual learners.