Research-Based Lessons That Support Student Independent Reading in Social Studies

Abstract: 

High school social studies teachers face unique challenges in helping their students learn independently from text in their discipline. In this article, a set of research-based practices that couple independent student reading with high-quality instruction proven to improve content learning for high school nonnative English speakers is provided. Specific examples of each practice within a social studies unit are used to illustrate how to promote independent student reading and understanding that is integrated with the content.

Citation: 

Swanson, E.A., Reed, D.K., & Vaughn, S. (2016). Research-based lessons that support student independent reading in social studies. Preventing School Failure. doi: 10.1080/1045988X.2016.1164116

Audience: 
IRRC Researcher: