Douglas M Mosher
Biographic Data
| ID | 5972376 |
|---|---|
| NAME | Douglas M Mosher |
| GIVEN NAMES | Douglas M |
| FAMILY NAME | Mosher |
| SIGNATURE | MOSHER D M |
| AFFILIATIONS | Harvard Graduate School of Education Cambridge Massachusetts USA |
| ORCID | 0000-0001-5722-9218 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Asset‐Based Implementation of Structured Adaptations in an Online Third‐Grade Content Literacy Intervention
Scaling up evidence‐based educational interventions presents challenges, particularly in adapting to new contexts while maintaining fidelity. Structured adaptations that integrate the strengths of experimental science (high fidelity) and improvement science (high adaptation) represent a novel design framework for supporting the equitable implementation of research‐based practices and programs. This preregistered study examined the effectiveness o…
Improving second-grade reading comprehension through a sustained content literacy intervention: A mixed-methods study examining the mediating role of domain-specific vocabulary
This mixed-methods study explores the relationship between early elementary students’ domainspecific vocabulary knowledge and their ability to comprehend grade-level reading passages on unfamiliar science topics. Specifically, this study used (a) structural equation modeling (SEM) to examine the extent to which students’ networks of domain-specific vocabulary knowledge in Grades 1 and 2 mediated the effects of a Tier 1 content-based literacy inte…
A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension
We developed a sustained content literacy intervention that emphasized building domain and topic knowledge from Grade 1 to Grade 2 and evaluated transfer effects on students’ reading comprehension outcomes. The Model of Reading Engagement (MORE) intervention emphasizes thematic lessons that provide an intellectual framework for helping students connect new learning to a general schema (i.e., how scientists study past events). A total of 30 elemen…
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A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: Transfer effects on students’ reading comprehension
We developed a sustained content literacy intervention that emphasized building domain and topic knowledge from Grade 1 to Grade 2 and evaluated transfer effects on students’ reading comprehension outcomes. The Model of Reading Engagement (MORE) intervention emphasizes thematic lessons that provide an intellectual framework for helping students connect new learning to a general schema (i.e., how scientists study past events). A total of 30 elemen…
Improving second-grade reading comprehension through a sustained content literacy intervention: A mixed-methods study examining the mediating role of domain-specific vocabulary
This mixed-methods study explores the relationship between early elementary students’ domainspecific vocabulary knowledge and their ability to comprehend grade-level reading passages on unfamiliar science topics. Specifically, this study used (a) structural equation modeling (SEM) to examine the extent to which students’ networks of domain-specific vocabulary knowledge in Grades 1 and 2 mediated the effects of a Tier 1 content-based literacy inte…
Asset‐Based Implementation of Structured Adaptations in an Online Third‐Grade Content Literacy Intervention
Scaling up evidence‐based educational interventions presents challenges, particularly in adapting to new contexts while maintaining fidelity. Structured adaptations that integrate the strengths of experimental science (high fidelity) and improvement science (high adaptation) represent a novel design framework for supporting the equitable implementation of research‐based practices and programs. This preregistered study examined the effectiveness o…
Literacy (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Cognitive psychology (2 works) · Comprehension (2 works) · Content (measure theory) (2 works) · Developmental psychology (2 works) · Intervention (counseling) (2 works) · Linguistics (2 works)