A Study of the Effectiveness of Certain Techniques of Reading Instruction in Developing the Ability of Junior High-School Students to Conceptualize Social Studies Content

Witt, Mary Allison

doi:10.1080/00220671.1962.10882922

Cited by 4 publications

(4 citation statements)

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“…Witt (1962) found that a concept approach to social studies produced positive results, in contrast to Price's no-difference findings resulting from a treatment that included both concept development and work-study skills learning packets. The differences in outcome may be because Witt's treatment concentrated exclusively on concept teaching and lasted an entire semester, whereas Price's lasted only nine class sessions, taught both concepts and study skills, and involved a good deal of independent seat work.…”

Section: Description and Critique Of Studies With Single-component Trcontrasting

confidence: 56%

“…While Price found no value in a combined program of work-study skills and concept teaching for his subjects, a preexperiment by Witt (1962) found that a concept approach to the teaching of social studies significantly improved students' social studies reading ability, but not their general reading achievement scores. Two parallel studies were conducted employing a variation of the time series design.…”

Section: Description and Critique Of Studies With Single-component Trmentioning

confidence: 95%

“…However, they were less rigorously tested, relying exclusively on quasi-and preexperimental designs. This section will summarize and evaluate treatments that focused on patterns of organization (Colwell, 1980;Vacca, 1975), work-study skills (Price, 1977;Schiller, 1963), concept teaching (Price, 1977;Witt, 1962), programmed materials (Sennett, 1973), and the use of tape recordings of social studies material (Orland, 1973).…”

Section: Description and Critique Of Studies With Single-component Trmentioning

confidence: 99%

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A Synthesis of the Research for Improving Reading in the Social Studies

Wade¹

1983

Review of Educational Research

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This review of the literature for improving reading in the social studies resolves apparent conflicts among studies by examining what types of treatments are most effective for which pupils and under what circumstances. The review found that providing reading and study-skill instruction in the social studies curriculum can raise achievement scores in both reading and social studies to higher levels than what pupils would achieve without instruction. However, only some of the treatments were successful. In those that were, teachers played an important role in designing the instructional program, were able to implement the treatment of their choice, and/or modified it during the implementation phase. Also, treatments that were multidimensional had a higher success rate than those that consisted of only one or a few activities or materials. And finally, in the successful treatments the teacher played an active role in the classroom rather than relying on written overviews and exercises used by pupils alone or in small groups. Because of these characteristics, successful treatments could be sustained over time, a necessary condition for real change to occur in pupils' reading and study skills.

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Section: Description and Critique Of Studies With Single-component Trcontrasting

confidence: 56%

Section: Description and Critique Of Studies With Single-component Trmentioning

confidence: 95%

Section: Description and Critique Of Studies With Single-component Trmentioning

confidence: 99%

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A Synthesis of the Research for Improving Reading in the Social Studies

Wade¹

1983

Review of Educational Research

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“…These discussions are guided by the teacher to encourage pupils to listen attentively and to draw conclusions from factual materials. 10 Both of these skills are recognized as being closely related to efficient reading. 7 Initially, all of the candidates for the class were boys.…”

Section: Basic Skills Classmentioning

confidence: 99%

A Plan for Teaching Pupils with Severe Reading Disability

Bookbinder¹,

Flierl

1968

J Learn Disabil

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Most teachers are constantly seeking experiential knowledge from other professionals who are engaged in teaching those children who are unable to learn in a regular classroom. The main reason for this search is that these children are not candidates for Special Education and, must be taught "differently" and yet within the curricular framework of their classrooms. This article reports how one school system went about helping its "poor readers."-C.C.E.

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