The Integration of Reading, Writing, Speaking, and Listening Skills in the Middle School Social Studies Classroom

Autor/in	Bristow Evans, Marianne
Titel	The Integration of Reading, Writing, Speaking, and Listening Skills in the Middle School Social Studies Classroom
Quelle	(2018), (187 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Utah State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4380-6897-1
Schlagwörter	Hochschulschrift; Dissertation; Middle School Students; Grade 8; Reading Skills; Writing Skills; Speech Skills; Listening Skills; Social Studies; Teaching Methods; Content Area Writing; Persuasive Discourse; Knowledge Level + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Mündliche Leistung; Sprachfertigkeit; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Schriftliche Übung; Persuasion; Persuasive Kommunikation; Wissensbasis
Abstract	The purpose of this feasibility study is to provide evidence of how integrating reading, writing, speaking, and listening skills into eighth-grade social studies instruction facilitates student understanding of content material and ability to write about social studies content. In this within-subjects paired-samples research study, 197 eighth-grade participants received instruction in a social studies content area and in argumentative writing. Data from a criterion-referenced social studies pre and posttest and data from pre and post instruction writing samples were analyzed to evaluate the influence of the integration of literacy tasks in middle school social studies classrooms on content area knowledge acquisition and argumentative writing quality. Analysis of the Criterion Referenced Test (CRT) data using regression analysis showed that there was a statistically significant increase in the students' performance on the CRT after the students engaged in literacy tasks emphasizing reading, writing, speaking, and listening during the social studies instruction. Analysis of the writing rubric scores using "Cohen's d" showed statistically significant differences exist between the students pre and post essay scores. These results suggest that having students engage in reading, writing, speaking, and listening tasks and in explicit writing instruction and production during a social studies unit facilitates their content knowledge acquisition, improves the overall quality of students' argumentative writing, and more specifically, improves the organization and development of that writing. It is recommended that further research be conducted to determine the best way to group students for collaboration when incorporating reading, writing, speaking, and listening tasks within content area instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01