Embedding Literacy Strategies in Social Studies for Eighth-Grade Students

Autor/inn/en	Gaston, Alishia; Martinez, James; Martin, Ellice P.
Titel	Embedding Literacy Strategies in Social Studies for Eighth-Grade Students
Quelle	In: Journal of Social Studies Education Research, 7 (2016) 1, S.73-95 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-9108
Schlagwörter	Literacy; Academic Achievement; Student Motivation; Learner Engagement; Grade 8; Social Studies; Middle School Students; Critical Thinking; Cooperative Learning; Direct Instruction; Teaching Methods; Comparative Analysis; Pretests Posttests; Scores; Questionnaires; Check Lists; At Risk Students; Criterion Referenced Tests; Intervention; Georgia; Georgia Criterion Referenced Tests + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Schulleistung; Schulische Motivation; School year 08; 8. Schuljahr; Schuljahr 08; Gemeinschaftskunde; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kritisches Denken; Kooperatives Lernen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Checkliste
Abstract	This action research study evaluated the effects of literacy strategies on academic achievement, motivation, and engagement of eighth-grade social studies students. Incorporating literacy strategies included teaching students to construct meaning, think critically, and build content knowledge, while stimulating their interests, using multiple texts and technology, and providing collaborative opportunities and high engagement during instructional activities. Students were divided into a literacy group and a direct instruction group with each class being taught the same content. Literacy strategies were incorporated in one class, and direct instruction activities were used in the other class. Results were determined using pre and posttest scores, a student motivation questionnaire, and a student engagement checklist. Results indicated significantly higher student achievement and engagement when literacy strategies were a part of the social studies instruction. Motivation also increased when literacy strategies were used. Literacy instruction was a beneficial strategy to improve student achievement, motivation, and engagement. (As Provided).
Anmerkungen	Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01