The Search for a Unified Social Studies Curriculum: Does History Really Repeat Itself?

Kinder, Diane; Bursuck, William D.

doi:10.1177/002221949102400503

Cited by 23 publications

(9 citation statements)

References 11 publications

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“…Researches have been conducted to examine each variable and find out its effect on one's understanding of a text (Woolley, 2011). According to Kinder and Bursuck (1991), the physical features of the text that are well organized facilitates reading comprehension. Therefore, students can make better predictions, anticipate their learning and comprehend the content being studied (Kelley & Clausen-Grace, 2010, as cited in Woolley, 2011).…”

Section: Text Factors Affecting Readingmentioning

confidence: 99%

Prose reading: The influence of text-reader factors

Gopal

Mahmud

2019

SiELE

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This study highlights the importance of text-reader factors in prose reading. The study was carried out to identify the text-reader factors involved in enhancing reading comprehension. A qualitative research methodology was employed involving individual in-depth interview sessions with six average ability Form Two students from a secondary school. The interviews were conducted to gauge their views on the influence of text-reader factors in text comprehension. The interview questions centered on the literature textbook currently used in school and also the short story “Cheat” by Allan Baillie included in the book. Thematic analysis was carried out on the data collected. The findings show that text-reader factors affect text comprehension. The factors include pictures, font, the author, glossary, text organization, cover of the book and the length of the literary prose forms. The reader factors are related to the students’ life background, interest, and motivation in reading. The study implies that these text-reader factors must be met to ensure improved reading comprehension ability among students.

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Section: Text Factors Affecting Readingmentioning

confidence: 99%

Prose reading: The influence of text-reader factors

Gopal

Mahmud

2019

SiELE

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“…Ambas as características textuais são importantes e colaboram para o sucesso da compreensão textual e, por essa razão, precisam ser dominadas concomitantemente e relacionadas com os fatores de aprendizado (BURTON, 2008;CULATTA et al, 1998;LORCH;LORCH;INMAN, 1993;CARLISLE, 1991;MEYER;RICE, 1984;YARBROUGH, 1982;HALLIDAY, 1975).…”

Section: Fatores De Textounclassified

A Compreensão Leitora E O Texto Expositivo

Pereira

Baretta

2018

cadil

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A leitura se inicia na decodificação das letras, passa à compreensão literal, inferencial e vai até à compreensão profunda de um texto. Os professores de línguas possuem papel fundamental no ensino de estratégias para que seus alunos se tornem leitores proficientes. Os textos expositivos são importantes na construção da criticidade dos alunos, pois trazem informações que instigam a sua reflexão, pois, normalmente, estão mais acostumados a ler textos narrativos, na escola e no seu cotidiano. O objetivo deste artigo é mostrar a relevância do ensino da compreensão leitora de textos expositivos para que os alunos alcancem proficiência e se tornem cidadãos críticos. Sugere-se trabalhar com o reconto oral como instrumento de avaliação e ensino da compreensão leitora de textos expositivos.

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“…Although a number of factors, including density of information, text structure, and vocabulary, contribute to their difficulty, a large problem is the manner in which information is presented as lists of facts instead of strategies that promote general knowledge (Gehrke, Knapp, & Sirotnik, 1992, cited in Nolet & Tindal, 1994. History texts and instruction frequently are criticized as being a chronological sequence of events learned primarily by memorizing names, dates, and places (Brophy, 1990;Kinder & Bursuck, 1991). In general, history texts introduce far too much information and make far too few explicit connections (Carnine, Miller, Bean, & Zigmond, 1994 ).…”

Section: Historymentioning

confidence: 99%

A Focus on Curriculum Design: When Children Fail

Simmons¹,

Kameenui²

2017

focusXchild

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In a preview to the "Reading Report Card," U.S. Department of Education Secretary Richard Riley profiled recent national scores indicating that only one-third of high school seniors read proficiently ("Reading Scores," 1995, p. A 7). In addition, approximately 75% of fourth and eighth graders scored below the proficient range-which represents a significant decline in reading performance from previous years. A conspicuous finding revealed that, while scores for the top quarter of students remained stable from previous years, the most significant decline involved children at the bottom of the achievement scale.General and special educators can easily assign faces and names to the children profiled in the national statistics. Some we know as students with specific learning disabilities and language disorders; others are considered at-risk for reading failure, and still others may have no identified disability, yet have consistently struggled throughout their academic careers to keep up with their age-level peers. Though varieties of nomenclature are used to identify these children and many characteristics used to describe their behaviors, their common denominator is failure (Kameenui, 1993). More specifically, they are failing to achieve from traditional curriculum and instruction.This article is devoted broadly to the topic of academic failure, and specifically to the role of curriculum design in either intercepting or exacerbating learning difficulties. A focus on curriculum design does not discount the fact that learners in the bottom of the achievement rankings may differ along biological, neurological, experiential, sociological, and psychological dimensions from those who rank consistently near the top. Rather, this emphasis acknowledges the real differences these learners bring to instruction and to the body of knowledge and science of instruction professional educators possess to address these needs.The emphasis on curriculum design shifts the focus from factors over which teachers have little control (e.g., neurology) to those that are amenable and capable of preventing and remediating failure. Our goals in this article are to (a) provide a demographic and instructional context for the need to attend to curriculum design at both a national and a local level, (b) define and specify the dimensions of curriculum design, ( c) apply curriculum design principles to select academic contents, and (d) discuss implications of poorly designed instruction for students with diverse learning needs.

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The Search for a Unified Social Studies Curriculum: Does History Really Repeat Itself?

Cited by 23 publications

References 11 publications

Prose reading: The influence of text-reader factors

Prose reading: The influence of text-reader factors

A Compreensão Leitora E O Texto Expositivo

A Focus on Curriculum Design: When Children Fail

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