Reading comprehension is a key competence for learning and active citizenship (OECD, 1999). Yet many children struggle to reach adequate levels (Kendeou et al., 2014). Schools must therefore promote disciplinary literacies, which combine basic reading skills with domain-specific knowledge to support critical evaluation, integration of information, and informed decision-making (Wiliam, 2013).
This experimental study, part of a research project financed by the Italian Ministry of University and Research (PRIN), investigates the effectiveness of an intervention programme designed to improve students' comprehension of economic concepts in socio-scientific texts and to foster interdisciplinary connections that facilitate the transfer of knowledge to new contexts.
The study involved 190 primary school students in Year 4 and 5 (51,5% female), assigned to an Experimental Group (EG, n=97) and Active Control Group (ACG, n=93). Pre and Post-test assessed reading comprehension and disciplinary literacy (vocabulary knowledge and disciplinary transfer.) EG students were also assessed on their learning levels during the intervention. The programme focused on critical reading and disciplinary vocabulary instruction using research-based magazines.
T-tests and ANCOVAs revealed that the intervention significantly improved disciplinary comprehension (t(184) = -2.36, p = .019; ANCOVA: F(1,163) = 5.65, p = .019, η² = .033) and interdisciplinary transfer (EG advantage: t(182) = -2.17, p = .031; ANCOVA F(1,161) = 4.94, p = .028), with stronger benefits for high-achieving students.
Findings underscore the importance of reading comprehension in developing disciplinary literacy and highlight the potential of reading-based interventions to foster active and inclusive citizenship.