Unlocking Social Studies Text: How High School Teachers Can Support Students with Reading Difficulties

Autor/in	Wanzek, Jeanne
Titel	Unlocking Social Studies Text: How High School Teachers Can Support Students with Reading Difficulties
Quelle	In: American Educator, 45 (2021) 1, S.10-14 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0148-432X
Schlagwörter	Social Studies; Literacy Education; Reading Difficulties; Reading Skills; Teaching Methods; Content Area Reading; Reading Comprehension; Adolescents; Middle School Teachers; Middle School Students; High School Teachers; High School Students; Students with Disabilities; Word Recognition; Vocabulary Development; Critical Reading; Teamwork; Knowledge Level + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Sinnerfassendes Lesen; Leseverstehen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Disability; Disabilities; Behinderung; Worterkennung; Wortschatzarbeit; Kritisches Lesen; Wissensbasis
Abstract	Embedding discipline-specific literacy instruction within social studies content can assist a variety of students, including those with reading difficulties, to build higher-level reading abilities, increase knowledge acquisition, and improve their overall content learning. Moreover, many state learning standards already address the need for discipline-specific literacy instruction in content areas such as social studies. So, what are some instructional practices that can feasibly be embedded in the content, that enhance (and do not detract from) the content, and that have demonstrated the ability to improve students' content understanding? Based on the research on adolescent academic literacy, five instructional practices are outlined in this article. Social studies teachers can embed these practices into their existing instruction to further engage students in the subject matter and provide support for discipline-specific reading. Middle and high school social studies teachers who have embedded these instructional practices in their units consistently see increased student content knowledge as compared with typical instructional practices, including for students with disabilities. (ERIC).
Anmerkungen	American Federation of Teachers, AFL-CIO. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4420; e-mail: ae@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01