Effects of Genre and Content Knowledge on Historical Thinking with Academically Diverse High School Students

Autor/inn/en	De La Paz, Susan; Wissinger, Daniel R.
Titel	Effects of Genre and Content Knowledge on Historical Thinking with Academically Diverse High School Students
Quelle	In: Journal of Experimental Education, 83 (2015) 1, S.110-129 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2013.876228
Schlagwörter	Academically Gifted; High School Students; History; Persuasive Discourse; Content Area Reading; Content Area Writing; Reading Comprehension; Reading Tests; Thinking Skills; Disabilities; Academic Accommodations (Disabilities); Rural Schools; Literary Genres; Writing Skills; History Instruction; Grade 11; Pennsylvania; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geschichte; Geschichtsdarstellung; Persuasion; Persuasive Kommunikation; Sinnerfassendes Lesen; Schriftliche Übung; Leseverstehen; Lesetest; Denkfähigkeit; Handicap; Behinderung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Literarische Form; Writing skill; Schreibfertigkeit; History lessons; Geschichtsunterricht; School year 11; 11. Schuljahr; Schuljahr 11; WIAT; Eignungsprüfung; Eignungstest
Abstract	Historians use a range of genres in presenting their subjects, yet educators have increasingly privileged argumentation to help novices to reason with historical content. However, the influence genre and content knowledge are relatively unmeasured in this discipline. To learn more, the authors asked 101 eleventh-grade students to compose an argument or a summary on the Gulf of Tonkin and analyzed basic and disciplinary reading and writing measures. Results indicate that students with adequate content knowledge performed better on a disciplinary reading measure when composing arguments, and students with limited content knowledge demonstrated greater comprehension when composing summaries. Students with more knowledge wrote more; however, students who wrote summaries were not disadvantaged in terms of level of historical thinking or overall quality. Last, providing students with disabilities with a simple reading accommodation afforded them the ability to participate in the disciplinary literacy task at levels comparable to their peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10