Developing Historical Reading and Writing with Adolescent Readers: Effects on Student Learning

Autor/inn/en	De La Paz, Susan; Felton, Mark; Monte-Sano, Chauncey; Croninger, Robert; Jackson, Cara; Deogracias, Jeehye Shim; Hoffman, Benjamin Polk
Titel	Developing Historical Reading and Writing with Adolescent Readers: Effects on Student Learning
Quelle	In: Theory and Research in Social Education, 42 (2014) 2, S.228-274 (47 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2014.908754
Schlagwörter	Curriculum; Intervention; Teaching Methods; Outcomes of Education; History; History Instruction; Persuasive Discourse; Grade 8; Faculty Development; Reading Difficulties; Literacy Education; Primary Sources; Task Analysis; Middle School Students; Middle School Teachers; Essays; Fidelity; Control Groups; Mixed Methods Research; Pretests Posttests + Suchen Sie Ihr Suchwort? Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Geschichte; Geschichtsdarstellung; History lessons; Geschichtsunterricht; Persuasion; Persuasive Kommunikation; School year 08; 8. Schuljahr; Schuljahr 08; Reading difficulty; Leseschwierigkeit; Primärquelle; Aufgabenanalyse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Essay; Aufsatzunterricht
Abstract	In this study, the effects of a disciplinary reading and writing curriculum intervention with professional development are shared. We share our instructional approach and provide writing outcomes for struggling adolescent readers who read at or below basic proficiency levels, as well as writing outcomes for proficient and advanced readers. Findings indicate significant and meaningful growth of about 0.5 of 1 standard deviation in students' abilities to write historical arguments and in the length of their essays for all participants, including struggling readers. Our study also considers teacher implementation of the curriculum intervention. We found that teachers who were most faithful to the underlying constructs of our curriculum intervention also made successful adaptations of the lesson materials. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10