“Reading and math take so much of the time…”: An Overview of Social Studies Instruction in Elementary Classrooms in Indiana1

2005 ◽  
Vol 33 (3) ◽  
pp. 376-403 ◽  
Author(s):  
Phillip J. VanFossen
Keyword(s):  
Social Studies ◽  
Elementary Classrooms ◽  
Reading And Math ◽  
Social Studies Instruction

Adapted Use of Social Studies Textbooks in Elementary Classrooms

1994 ◽  
Vol 15 (4) ◽  
pp. 216-226 ◽  
Author(s):  
Rita M. Bean ◽  
Naomi Zigmond ◽  
Douglas K. Hartman
Keyword(s):  
Social Studies ◽  
Elementary Classrooms ◽  
Classroom Teachers ◽  
Social Studies Textbooks

Twenty-two classroom teachers (grades 1 through 7) were interviewed to obtain information about how they use their social studies textbooks, the problems they experience, and their perceptions of the strengths and weaknesses of the texts. Teachers were also asked to describe the modifications or adaptations they made to help students who might have difficulty understanding the textbook. Results indicated that although teachers liked having the textbook as a resource, they were concerned about content and comprehensibility. Teachers tended to solve the problem of textbook difficulty in three ways: Helping students to cope with the textbook, deemphasizing the textbook, or reinforcing and extending textbook information.

Social Studies and RTI

2019 ◽  
pp. 182-191
Author(s):  
Louise Brooks
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
Progress Monitoring ◽  
Content Areas ◽  
Science Courses ◽  
The Social ◽  
Universal Screener ◽  
Reading And Math ◽  
Research Based Interventions ◽  
Academic Content

The response to intervention (RTI) service delivery model has been used primarily in the secondary language arts (reading) academic content area and in the various math courses. RTI has rarely, if at all, been introduced in secondary social science courses, even though students struggle in these courses due to the increase in reading and math content embedded within them. This chapter focuses on the implementation of RTI in social studies courses at the secondary level. The utilization of a universal screener, tiers, progress monitoring, and fidelity is discussed, followed by a presentation of specific examples of research-based interventions that can be used at each tier level in the social sciences content areas.

Effective Practices for Teaching Content Area Reading

2020 ◽  
Author(s):  
Elizabeth A. Stevens ◽  
Sharon Vaughn
Keyword(s):  
Reading Comprehension ◽  
Social Studies ◽  
General Education ◽  
Reading Instruction ◽  
Reading Skills ◽  
Content Area Reading ◽  
Content Area ◽  
Grade Levels ◽  
Content Acquisition ◽  
Social Studies Instruction

Adequate reading skills are necessary for college and career readiness and success in the work force, but many students do not have sufficient reading skills. The 2019 National Assessment of Educational Progress demonstrated that fourth- and eighth-grade students had made little to no progress in reading since the previous report in 2017. Elementary level students often receive dedicated English language arts instruction during the day, but this is not always true for secondary level students . One way that educators can support students across the grade levels is by providing evidence-based reading instruction within content areas (i.e., science and social studies instruction). Researchers have investigated ways for teachers to provide high-quality content area reading instruction to support the reading comprehension and content acquisition of students in general education settings. Previous research suggests that paraphrasing and text structure instruction support readers’ identification of key ideas and the integration of those ideas across paragraphs and passages when reading content area texts. These practices align with reading comprehension theory in support of conscious text processing while reading. Teaching readers to generate main ideas during reading may improve the reading outcomes and content acquisition outcomes not only for typical readers but also for struggling readers and those identified for special education. Educators’ implementation of such practices within science and social studies instruction may improve students’ reading performance and content learning across grade levels.

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