Historical Literacy Instruction for All Learners: Evidence from a Design Experiment

Autor/inn/en	Wissinger, Daniel R.; Ciullo, Stephen P.; Shiring, Elizabeth J.
Titel	Historical Literacy Instruction for All Learners: Evidence from a Design Experiment
Quelle	In: Reading & Writing Quarterly, 34 (2018) 6, S.568-586 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2018.1510795
Schlagwörter	Intervention; Literacy Education; History; Essays; Reading Comprehension; Comparative Analysis; Grade 6; Low Achievement; Writing (Composition); Disabilities; Scores; Teaching Methods; Scaffolding (Teaching Technique); Reading Tests; Primary Sources; Units of Study; Readability; Readability Formulas; Educational Change; Teacher Attitudes; Feedback (Response); Common Core State Standards; Reading Difficulties; Prior Learning; Literature; Flesch Kincaid Grade Level Formula + Suchen Sie Ihr Suchwort? Geschichte; Geschichtsdarstellung; Essay; Aufsatzunterricht; Leseverstehen; School year 06; 6. Schuljahr; Schuljahr 06; Unterdurchschnittliche Leistung; Schreibübung; Handicap; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Lesetest; Primärquelle; Lerneinheit; Lesbarkeit; Bildungsreform; Lehrerverhalten; Common core curriculum; Curriculum; Kerncurriculum; Reading difficulty; Leseschwierigkeit; Vorkenntnisse; Literatur
Abstract	We used a design-based research model to examine a historical literacy intervention in Grade 6 classrooms. This article describes the results across 2 separate instructional cycles and for students grouped into 4 categories: (a) high-achieving students (n = 23 and n = 24 for Cycle I and Cycle II, respectively), (b) average-achieving students (n = 39 and n = 44), (c) low-achieving students (n = 17 and n = 23), and students with disabilities (n = 9 and n = 8). The findings suggest that the intervention enhanced students' ability to read historical sources and produce more sophisticated historical writing. Although comparisons of measures of reading comprehension suggest that high-achieving students outperformed students with disabilities in 2 separate instructional cycles (all ps < 0.05), students with disabilities earned comparable comprehension scores as their average-achieving and low-achieving peers in both instructional cycles; moreover, all 4 groups of learners constructed essays at posttest in the 2nd instructional cycle that were statistically similar. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01