A Historical View of Content Area Reading Instruction

Simonson, Sara

doi:10.1080/0270271950160201

Cited by 4 publications

(2 citation statements)

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“…While there is extensive literature and research on literacy, and ample literature promoting the amalgamation of literacy and social studies, as a whole social studies tends to be devoid of literacy instruction, regardless of the specific definition utilized for literacy (Draper et al, 2005;Moje, 1996;O'Brien and Stewart, 1990;Reehm and Long, 1996;Simonson, 1995). In part, this could be attributed to the fact that many social studies teachers still think of literacy in its most basic form (that is, reading and writing), as they are often overheard saying that they do not teach reading (Hall, 2005;Reidel and Draper, 2011b).…”

Section: Social Studies and Literacymentioning

confidence: 99%

How secondary social studies teachers define literacy and implement literacy teaching strategies: A qualitative research study

Kenna¹,

Russell²,

Bittman³

2018

History Education Research Journal

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Educational standards have changed rapidly and drastically in the past several years, including an increased focus on literacy within the social studies. Using data from a four-month qualitative study, this article examines how seven secondary social studies teachers talked about and defined literacy, and how those perspectives informed their pedagogical choices. The enquiry is a response to two areas: first, the many and varied definitions of literacy found in the literature (for example, content area literacy, multiliteracies and media literacy); and second, the added attention given to disciplinary literacy in the widely adopted Common Core State Standards. We found these teachers had four common elements when talking about and defining literacy: (1) reading comprehension; (2) writing fluidity; (3) skills; and (4) vocabulary. Additionally, we discovered that teachers discussed using four kinds of literacy teaching strategies: (1) content area reading strategies; (2) disciplinary reading strategies; (3) writing strategies; and (4) dialogue strategies. However, we determined that the teachers' theoretical understanding of literacy had only minor influence on their pedagogical choices. Instead, we found overarching assessments such as an end-of-course, advanced placement or state-wide reading exam had greater influence on the pedagogical choices the teachers made. The findings suggest that the effort to expand literacy instruction into the disciplines is still a work in progress, which falls in the hands of teacher educators and professional development providers.

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Section: Social Studies and Literacymentioning

confidence: 99%

How secondary social studies teachers define literacy and implement literacy teaching strategies: A qualitative research study

Kenna¹,

Russell²,

Bittman³

2018

History Education Research Journal

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“…time and money) into the improvement of content area literacy instruction (Valli & Stout, 2004). In addition, teacher preparation programs have long required pre-service teachers to take content area reading courses (Moje, 1996;O'Brien & Stewart, 1990;Simonson, 1995). Perhaps, then teachers, as a result of prior trainings, feel they are already utilizing the pedagogical methods of instructions preferred by the CCSS.…”

Section: Prior Trainingmentioning

confidence: 99%

Secondary Social Studies Teachers’ Time Commitment when Addressing the Common Core State Standards

Kenna¹,

Russell²

2015

JSSER

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In 2010 the Common Core State Standards (CCSS) were officially released in America for mathematics and English language arts and soon adopted by 45 of the 50 states. However, within the English langue arts domain there were standards intended for secondary social studies teachers under the title, Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. Moreover, the CCSS have been advertised as being able to transform the way teachers teach. That is, social studies teachers are expected to alter their instructional practices as a direct result of the implementation of the CCSS. Therefore, this study examined, using a self-reporting survey, whether the instructional practices of secondary social studies teachers in one Southeastern state had been "transformed" by the CCSS.

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What Is Disciplinary Literacy and Why Does It Matter?

Shanahan

2012

Topics in Language Disorders

454

277

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A Historical View of Content Area Reading Instruction

Abstract: This article follows content area reading instruction as it originates in the early 1900's. The debate between oral reading versus silent reading was an important factor leading to the development of content area reading instruction. In the early programs of content

Cited by 4 publications

References 22 publications

How secondary social studies teachers define literacy and implement literacy teaching strategies: A qualitative research study

How secondary social studies teachers define literacy and implement literacy teaching strategies: A qualitative research study

Secondary Social Studies Teachers’ Time Commitment when Addressing the Common Core State Standards

What Is Disciplinary Literacy and Why Does It Matter?

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