Integrating Comprehension Strategies into Social Studies Instruction

Autor/inn/en	Hughes, Marie Tejero; Parker-Katz, Michelle
Titel	Integrating Comprehension Strategies into Social Studies Instruction
Quelle	In: Social Studies, 104 (2013) 3, S.93-104 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2012.691570
Schlagwörter	Social Studies; Educational Strategies; Learning Disabilities; Middle School Teachers; Reading Comprehension; Learning Strategies; Student Characteristics; Content Area Reading; Instructional Innovation; Teaching Methods; Academic Accommodations (Disabilities) + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Lehrstrategie; Learning handicap; Lernbehinderung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Leseverstehen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sinnerfassendes Lesen; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The number of middle school students with learning disabilities (LD) taught social studies in general education classes continues to rise. Providing general education teachers with additional ways to support students with LD as they navigate social studies reading materials could help planning and teaching for all students. In middle school, when reading challenges become increasingly complex and focused on expository text, an understanding of how to select and integrate comprehension strategies into instruction could enable teachers to assist students' access to curriculum and overall success in learning major concepts. Drawing on highly effective evidence-based strategies, this article presents scenarios and research-based resources to help middle school teachers integrate comprehension strategy instruction into teaching social studies. When teachers incorporate strategy instruction into their lessons, students with LD are provided with support to access text even when the special education teacher is not present in the classroom to provide individualized assistance. (Contains 4 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10