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

被引：57

作者：

De La Paz, Susan ^{[1
]}

Felton, Mark ^{[2
]}

Monte-Sano, Chauncey ^{[3
]}

Croninger, Robert ^{[1
]}

Jackson, Cara ^{[1
,4
]}

Deogracias, Jeehye Shim ^{[1
,5
]}

Hoffman, Benjamin Polk ^{[1
,6
]}

机构：

[1] Univ Maryland, College Pk, MD 20742 USA

[2] San Jose State Univ, San Jose, CA 95192 USA

[3] Univ Michigan, Ann Arbor, MI 48109 USA

[4] Urban Teacher Ctr, Baltimore, MD USA

[5] Alexandria City Publ Sch, Alexandria, VA USA

[6] Univ Houston, Houston, TX USA

来源：

THEORY AND RESEARCH IN SOCIAL EDUCATION | 2014年 / 42卷 / 02期

关键词：

disciplinary literacy; historical arguments; adolescent readers; cognitive apprenticeships; student learning outcomes;

D O I：

10.1080/00933104.2014.908754

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：228 / 274

页数：47

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