Bringing the Story Back Into History: Teaching Social Studies to Children With Learning Disabilities

Dull, Laura J.; Garderen, Delinda van

doi:10.3200/psfl.49.3.27-31

Preventing School Failure: Alternative Education for Children a

2005

DOI: 10.3200/psfl.49.3.27-31

|View full text |Cite

Bringing the Story Back Into History: Teaching Social Studies to Children With Learning Disabilities

Laura J. Dull¹,

Delinda van Garderen²

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2010

2012

Publication Types

Select...

Article3

Relationship

Self Cite0

Independent3

Authors

Journals

Cited by 3 publications

(1 citation statement)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, secondary teachers often assume that students who can read words from text correctly can also comprehend well (Edmunds et al, 2009), and as a result, they do not explicitly teach students how to acquire new information from texts. For many students, particularly struggling readers, the textbook may be their most difficult academic challenge (Dull & Van Garderen, 2005;Hall, 2004;Lovitt & Horton, 1994). Therefore, the way that textbooks are written must be clear and coherent to ensure that they are communicative to all students.…”

mentioning

confidence: 99%

Are History Textbooks More “Considerate” After 20 Years?

et al. 2012

View full text Add to dashboard Cite

Features of eighth-grade history textbooks were examined through replication of a 20-year-old study that investigated "considerateness" of textbooks. Considerate texts provide clear, coherent information and include features that promote students' comprehension, such as explicit use of organizational structures, a range of question types dispersed within and at the end of chapters, and highlighted new vocabulary. Conversely, inconsiderate texts can impede student learning because comprehension is influenced by coherence and clarity between and among new vocabulary, sentences, paragraphs, and passages at macro and micro levels throughout texts' chapters. Results of this study indicate areas where today's texts are more clear and coherent than those 20 years ago, and areas where improvements within textbooks are still needed. Implications for practice are discussed.

show abstract

mentioning

confidence: 99%

Are History Textbooks More “Considerate” After 20 Years?

et al. 2012

View full text Add to dashboard Cite

show abstract

Stimulating Instruction in Social Studies

Key

Bradley

2010

The Social Studies

View full text Add to dashboard Cite

What is Your Prediction? Teaching the Metacognitive Skill of Prediction to a Class of Sixth- and Seventh-Grade Students Who Are Deaf

Brigham¹,

Hartman²

2010

aad

View full text Add to dashboard Cite

The development of the metacognitive skill of prediction in deaf students in a middle school social studies classroom was explored in an action research study (Riel, 2006). After observation of this group of learners and assessment of current skills, a unit was developed that integrated the teaching of prediction into their study of the American Revolution. It was found that these students were already using some metacognitive skills in their social studies class, but through direct instruction they were able to make more and better predictions related to the content being studied. The study demonstrates how the social studies curriculum provided an opportunity for students to learn and implement metacognitive skills that helped them to understand the cause-and-effect relationships in history and eventually to become more active readers during a reading task.

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Bringing the Story Back Into History: Teaching Social Studies to Children With Learning Disabilities

Cited by 3 publications

References 10 publications

Are History Textbooks More “Considerate” After 20 Years?

Are History Textbooks More “Considerate” After 20 Years?

Stimulating Instruction in Social Studies

What is Your Prediction? Teaching the Metacognitive Skill of Prediction to a Class of Sixth- and Seventh-Grade Students Who Are Deaf

Contact Info

Product

Resources

About