Reading Engagement in Social Studies: Exploring the Role of a Social Studies Literacy Intervention on Reading Comprehension, Reading Self- Efficacy, and Engagement in Middle School Students with Different Language Backgrounds
The authors examined the role of an intervention designed to increase reading comprehension, reading self-efficacy beliefs, and engagement in social studies for middle school students of varying language backgrounds. Thirteen sixth- and seventh-grade teachers implemented the United States History for Engaged Reading (USHER) program with their students, and approximately 50% were English language learners (ELLs). After teachers implemented USHER, changes in history reading comprehension and reading self-efficacy beliefs were identified for both ELLs and English native speakers. Findings show promise for multifaceted comprehension instruction in social studies for middle school contexts with large numbers of ELLs.
Behavior and Behavior Mechanisms | Medicine and Health Sciences | Psychiatry and Psychology | Psychological Phenomena and Processes
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Barber, A. T.,
Buehl, M. M.,
Kidd, J. K.,
Sturtevant, E. G.,
Nuland, L. R.,
Reading Engagement in Social Studies: Exploring the Role of a Social Studies Literacy Intervention on Reading Comprehension, Reading Self- Efficacy, and Engagement in Middle School Students with Different Language Backgrounds.
Reading Psychology, 36(1),