The Effects of Historical Reading and Writing Strategy Instruction with Fourth- through Sixth-Grade Students

Autor/inn/en	Wissinger, Daniel R.; De La Paz, Susan; Jackson, Cara
Titel	The Effects of Historical Reading and Writing Strategy Instruction with Fourth- through Sixth-Grade Students
Quelle	In: Journal of Educational Psychology, 113 (2021) 1, S.49-67 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wissinger, Daniel R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000463
Schlagwörter	Grade 4; Grade 5; Grade 6; Reading Instruction; Writing Instruction; Reading Strategies; Writing Strategies; Cognitive Processes; Teaching Methods; Conventional Instruction; Essays; Writing Skills; Persuasive Discourse; Students with Disabilities; Reading Skills; Instructional Effectiveness; History; Knowledge Level; Reading Comprehension; Pennsylvania + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Leseunterricht; Schreibunterricht; Reading strategy; Leselernstufe; Lesetechnik; Schreibtechnik; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode; Essay; Aufsatzunterricht; Writing skill; Schreibfertigkeit; Persuasion; Persuasive Kommunikation; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Reading skill; Lesefertigkeit; Unterrichtserfolg; Geschichte; Geschichtsdarstellung; Wissensbasis; Leseverstehen
Abstract	In this quasi-experimental study, 608 fourth-, fifth-, and sixth-grade students explored 5 historical investigations. In the experimental condition, teachers used a cognitive apprenticeship model to teach students historical reading and writing strategies. Comparison teachers used the same materials to deliver a business-as-usual form of instruction. Random assignment was at the individual level for fourth and fifth graders and at the classroom level for sixth graders. After controlling for gender, ethnicity, and pretest scores, the findings indicated that experimental students outperformed their peers in control classrooms on measures of essay length (ES = 0.25), holistic writing quality (ES = 0.59), and argumentative historical writing (ES = 0.67). Differences in students' argumentative historical writing remained after six weeks (ES = 0.71). Finally, students with disabilities as well as those who did not meet annual reading proficiency benchmarks on state-administered assessments all benefited from experimental instruction. These results suggest that with appropriate supports and the opportunity to engage in meaningful historical content, students in fourth through sixth grade can analyze primary and secondary source documents and write evidence-based historical arguments. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01