Observing literacy practices in history classrooms

Theory and Research in Social Education

Volumn 38, Issue 4, 2010, Pages 515-544

  Nokes, Jeffrey D ^a  

^a BRIGHAM YOUNG UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84906846265     PISSN: 00933104     EISSN: 21631654     Source Type: Journal    
DOI: 10.1080/00933104.2010.10473438     Document Type: Article

References (48)

1. ACT. (2006). Reading between the lines: What the ACT reveals about college readiness in reading. Retrieved from the ACT Research and Policy Issues website: http://www.act.org/research/policymakers/reports/reading.html
2. Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Mahwah, NJ: Erlbaum.
3. Biancarosa, C., & Snow, C. E. (2006). Reading next—A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York (2nd ed.). Washington, DC: Alliance for Excellent Education.
4. Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind experience and school. Washington, DC: National Academy Press.
5. Britt, M. A., & Aglinskas, C. (2002). Improving students' ability to identify and use source information. Cognition and Instruction, 20, 485-522.
6. Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy learning and the design of social futures. New York, NY: Routledge.
7. Cuban, L. (1991). History of teaching in social studies. In J. P. Shaver (Ed.), Handbook of research on social studies teaching and learning (pp. 197-209). New York, NY: MacMillan.
8. De La Paz, S. (2005). Effects of historical reasoning instruction and writing strategy mastery in culturally and academically diverse middle school classrooms. Journal of Educational Psychology, 97, 139-156.
9. Draper, R. J., Broomhead, P., Jensen, A. P., Nokes, J. D., & Siebert, D. (Eds.). (in press). (Re)imagining content-area literacy instruction. New York, NY: Teachers College Press.
10. Duffy, G. G. (2002). The case for direct explanation of strategies. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 28-41). New York, NY: Guilford.
11. Ferretti, R. P., MacArthur, C. D., & Okolo, C. M. (2001). Teaching for historical understanding in inclusive classrooms. Learning Disabilities Quarterly, 24, 59-71.
12. th century. New York, NY: Vintage.
13. Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (2004). Motivating reading comprehension: Concept-oriented reading instruction. Mahwah, NJ: Erlbaum.
14. Hall, L. A. (2005). Teachers and content area reading: Attitudes, beliefs and change. Teaching and Teacher Education, 21(4), 403-414.
15. Hauessler-Bohan, C., & Davis, O. L. (1998). Historical constructions: How social studies student teachers' historical thinking is reflected in their writing. Theory and Research in Social Education, 26(2), 173-191.
16. Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406.
17. Kalantzis, M., & Cope, B. (2000). A multiliteracies pedagogy: A pedagogical supplement. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 239-248). New York, NY: Routledge.
18. Kissner, E. (2006). Summarizing, paraphrasing, and retelling: Skills for better reading, writing, and test taking. Portsmouth, NH: Heinemann.
19. Lee, C. D., & Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. Retrieved from The Carnegie Corporation of New York website: http://carnegie.org/publications/search-publications/?word=reading
20. Lee, J., & Weiss, A. (2007). The nation's report card: U.S. History 2006 (NCES 2007-474). Retrieved from U.S. Department of Education, National Center for Education Statistics website: http://nces.ed.gov/nationsreportcard/pubs/main2006/2007474. asp#pdflist
21. Levstik, L. S., & Barton, K. C. (2005). Doing history: Investigating with children in elementart and middle schools 3rd Ed J Mahwah, NJ: Lawrence Erlbaum.
22. McKeown, M. G., Beck, I. L., & Worthy, M. J. (1993). Grappling with text ideas: Questioning the author. The Reading Teacher, 4, 560-566.
23. McLaren, P. L. & Lankshear, C. (1993). Critical literacy and the postmodern turn. In C. Lankshear & P. L. McLaren (Eds.), Critical literacy: Politics, praxis, and the postmodern (pp. 379-419). Albany: State University of New York Press.
24. Moje, E. B. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent and Adult Literacy, 52, 96-107.
25. Monte-Sano, C., & Cochran, M. (2009). Attention to learners, subjects, or teaching: What takes precedence as preservice teachers learn to teach historical thinking and reading? Theory and Research in Social Education, 37(1), 101-135.
26. Nash, G. B., & Crabtree, C. (1996). National standards for history. Los Angeles, CA: National Center for History in the Schools.
27. Nokes, J. D. (in press). Reimagining literacy for history classrooms. In R. J. Draper, P. Broomhead, A. P. Jensen, J. D. Nokes, & D. Siebert (Eds.), (Re)imagining literacies for content-area classrooms. New York, NY: Teachers College Press.
28. Nokes, J. D., Dole, J. A., & Hacker, D. J. (2007). Teaching high school students to use heuristics while reading historical texts. Journal of Educational Psychology, 99, 492-504.
29. O'Brien, D. G., Stewart, R. A., & Moje, E. B. (1995). Why content literacy is difficult to infuse into the secondary curriculum: Strategies, goals, and classroom realities. Reading Research Quarterly, 30, 442-463.
30. Paxton, R. J. (1997). "Someone with like a life wrote it": The effects of a visible author on high school history students. Journal of Educational Psychology, 89, 235-250.
31. Paxton, R. J. (1999). A deafening silence: History textbooks and the students who read them. Review of Educational Research, 69, 315-337.
32. Perfetti, C. A., Rouet, J. F., & Britt, M. A. (1999). Toward a theory of documents representation. In H. van Oostendorp & S. R. Goldman (Eds.), The construction of mental representations during reading (pp. 99-122). Mahwah, NJ: Erlbaum.
33. Ravitch, D., & Finn, C. E. (1987). What do our 17 year olds know: A report on the first national assessment of history and literature. New York, NY: Harper & Row.
34. Rosenblatt, L. (1995). Literature as exploration (5th ed.). New York, NY: Modern Language Association of America.
35. Seixas, P. (1993). Popular film and young people's understanding of the history of Native American-White relations. The History Teacher, 26, 351-370.
36. Seixas, P. (1998). Student teachers thinking historically. Theory and Research in Social Education, 26(3), 310-341.
37. Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Education Review, 78, 40-59.
38. Snow, C. E. (2002). Reading for understanding: Toward an R & D program in reading comprehension. Santa Monica, CA: RAND Reading Study Group.
39. Stahl, S. A., Hynd, C. R., Britton, B. K., McNish, M. M., & Bosquet, D. (1996). What happens when students read multiple source documents in history? Reading Research Quarterly, 31, 430-456.
40. Stahl, S. A., & Shanahan, C. H. (2005). Learning to think like a historian: Disciplinary knowledge through critical analysis of multiple documents. In T. L. Jetton & J. A. Dole (Eds.), Adolescent literacy research and practice (pp. 94-115). New York, NY: Guilford.
41. Stewart, R. A., & O'Brien, D. G. (1989). Resistance to content area reading: A focus on preservice teachers. Journal of Reading, 33, 396-401.
42. Vacca, R. T., & Vacca, J. L. (2005). Content area reading: Literacy and learning across the curriculum. Boston, MA: Pearson.
43. VanSledright, B. (2002). In search of America's past: Learning to read history in elementary school. New York, NY: Teachers College Press.
44. Wineburg, S. S. (1991). On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28, 495-519.
45. Wineburg, S. S. (1998). Reading Abraham Lincoln: An expert /expert study in the interpretation of historical texts. Cognitive Science, 22, 319-346.
46. Wineburg, S. S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia, PA: Temple University Press.
47. Wineburg, S. S. (2005). What does NCATE have to say to future history teachers? Not much. Phi Delta Kappan, 86(9), 658-665.
48. Young, K. M., & Leinhardt, G. (1998). Writing from primary documents. Written Communication, 15, 25-68.