Relationships between Adolescent Students' Reading Skills, Historical Content Knowledge and Historical Reasoning Ability

Autor/inn/en	ter Beek, Marlies; Opdenakker, Marie-Christine; Deunk, Marjolein I.; Strijbos, Jan-Willem; Huijgen, Tim
Titel	Relationships between Adolescent Students' Reading Skills, Historical Content Knowledge and Historical Reasoning Ability
Quelle	In: History Education Research Journal, 19 (2022) 1, Artikel 2 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (ter Beek, Marlies) ORCID (Opdenakker, Marie-Christine) ORCID (Deunk, Marjolein I.) ORCID (Strijbos, Jan-Willem) ORCID (Huijgen, Tim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Middle School Students; Content Area Reading; Reading Skills; History Instruction; Thinking Skills; Reading Comprehension; Literacy; Computer Mediated Communication; Electronic Learning; Teachers; Parents; Child Caregivers; Knowledge Level; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sinnerfassendes Lesen; Reading skill; Lesefertigkeit; History lessons; Geschichtsunterricht; Denkfähigkeit; Leseverstehen; Alphabetisierung; Schreib- und Lesefähigkeit; Computerkonferenz; Lehrer; Lehrerin; Lehrende; Eltern; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Wissensbasis; Niederlande
Abstract	The ability to apply various reading skills is an important prerequisite to comprehend expository texts commonly found in history textbooks, but it is unclear which specific skills contribute to students' historical content knowledge and historical reasoning abilities. This study used a digital learning environment (DLE) to measure and support lower secondary students' subject-specific reading skills, and explored the relationships with students' historical content knowledge and historical reasoning ability. Results showed that subject-specific reading skills, such as explaining historical events, correlated significantly with both historical content knowledge and historical reasoning ability, but not all skills were significant predictors. These findings indicate that to promote the advanced practice of historical reasoning, history teachers should pay attention to students' reading comprehension skills. (As Provided).
Anmerkungen	UCL Press. University College London, Gower Street, London WC1E 6BT; e-mail: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/history-education-research-journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01