External to Hirsch’s corpus. This work was selected by an editorial review for D2; Hirsch did not cite it in the ten books indexed here. Its zero occurrence, book, and load counts are intentional. No corpus occurrence has been inferred or created.
Identity review: Codex multi-agent D2 evidence audit; not human-signed · 2026-08-24
The full pre-review draft dated 18 April 2024 was checked for design, sample, outcomes, moderators and programme ties. Final 2025 article identity and metadata were checked separately; the final full text was not compared with the draft.
Access checked: full text read · 2026-08-24 · open checked access point
Full pre-review draft read; final publication metadata and abstract checked separately. The final article full text was not compared with the draft.
Independence category: CKF affiliated The evaluator team studied a Core Knowledge Foundation programme, and CKF facilitated recruitment and professional development. The authors report a research firewall and no conflict of interest, but this remains a CKF-supported developer-evaluator study rather than an independent programme replication.
Impact of a Content-Rich Literacy Curriculum on Kindergarteners' Vocabulary, Listening Comprehension, and Content Knowledge · single work
Review authority: Codex multi-agent D2 evidence audit; not human-signed
Cabell, S. Q., Kim, J. S., White, T. G., Gale, C. J., Edwards, A. A., Hwang, H., Petscher, Y., & Raines, R. M. (2025). Impact of a content-rich literacy curriculum on kindergarteners' vocabulary, listening comprehension, and content knowledge. Journal of Educational Psychology, 117(2), 153-175.
Full pre-review draft dated 18 April 2024 used for substantive appraisal; final 2025 article identity and metadata checked separately. The draft was not the accepted manuscript and was not compared line by line with the final article.
doi.org/10.1037/edu0000916 · checked record
Review state: full text read
Cabell et al. 2025 CKLA kindergarten cluster RCT · supports A2, qualifies A3, qualifies A4, challenges A5, challenges A6, qualifies A7
programme specific acquisition and transfer test
full pre review draft; primary read — Full pre-review draft dated 18 April 2024, including two trials, samples, outcome families, moderation and CKF role
independent evaluation with developer support
CKF facilitated recruitment and professional development; authors report a research firewall and no conflict of interest. This identifies the CKLA package but is not a support-free replication.
One semester of CKLA caused large gains on taught vocabulary and some proximal content outcomes across 47 schools.
Broad language transfer, longer-run cumulative effects or an equalizing treatment-by-disadvantage effect.
Open limitation: Distal standardized language outcomes were null or tiny, and standardized social studies was .00, despite a proximal Native Americans social-studies effect of .93. No economic-disadvantage moderation emerged; exploratory baseline-vocabulary and ELL patterns sometimes favoured higher starters.
No occurrence is shown because Hirsch did not cite this work in the ten-book corpus. The dossier appraisal above records why the editorial layer selected it.