Linking geography to reading and English language learners’ achievement in US elementary and middle school classrooms

Hinde, Elizabeth; Popp, Sharon E. Osborn; Jimenez-Silva, Margarita; Dorn, Ronald I.

doi:10.1080/10382046.2011.540102

Cited by 10 publications

(12 citation statements)

References 32 publications

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“…While all four of the studies measured outcomes with researcher-developed measures, one of the four studies (Hinde et al, 2011) used an assessment that correlated at a moderately high level (0.50, 0.62) with the state standardized reading assessment. No standardized or norm-referenced assessments were administered.…”

Section: Reading Comprehensionmentioning

confidence: 99%

“…Seven experimental (Berkeley, Marshank, Mastropieri, & Scruggs, 2011;Cantrell, Fusaro, & Dougherty, 2000;Gersten, Baker, Smith-Johnson, Dimino, & Peterson, 2006;Miller, Miller, & Rosen, 1988;Nokes, Dole, & Hacker, 2007;Taylor & Beach, 1984;Vaughn et al, 2013), and five quasi-experimental (Hinde et al, 2007;Hinde, Osborn Popp, Jimenez-Silva, & Dorn, 2011;Horton, Lovitt, Givens, & Nelson, 1989;Reisman, 2012;Twyman, McCleery, & Tindal, 2006) studies examined reading interventions provided within general education middle and high school social studies classes. In all, the 12 studies included 3448 participants, ranging from grades six to 11.…”

Section: Study Featuresmentioning

confidence: 99%

“…Four studies implemented interventions in social studies classes with a focus on reading comprehension outcomes (Hinde et al, 2007(Hinde et al, , 2011Horton et al, 1989;Miller et al, 1988). While all four of the studies measured outcomes with researcher-developed measures, one of the four studies (Hinde et al, 2011) used an assessment that correlated at a moderately high level (0.50, 0.62) with the state standardized reading assessment. No standardized or norm-referenced assessments were administered.…”

Section: Reading Comprehensionmentioning

confidence: 99%

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Effects of Reading Instruction on Learning Outcomes in Social Studies: A Synthesis of Quantitative Research

McCulley

Osman

2015

The Journal of Social Studies Research

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Quantitative research studies examining the effects of literacy instruction set in social studies classrooms (grades 6-12) on students’ academic content learning and reading comprehension are synthesized using meta-analytic techniques. An extensive search of the scholarly literature between 1983 and 2013 yielded a total of twelve intervention studies that provided literacy instruction to secondary students within social studies classes and quantitatively measured content learning outcomes, reading comprehension, or both. Findings revealed that content learning outcomes were consistently improved with instruction that included text-processing activities such as summarizing and generating questions. While many social studies teachers do not provide explicit reading supports, in part because they perceive that the time needed to do so is prohibitive, the findings of this synthesis suggest that sound reading practices hold promise as a means through which teachers can help students better access social studies content, thus improving student learning outcomes. More rigorous quantitative research is needed to further understand the causal effects of literacy practices in social studies settings. Highlights • Literacy instruction supports both reading comprehension and academic content • Literacy instruction does not negatively affect content knowledge acquisition. • Few studies investigate the effects of literacy instruction in social studies. • More research is needed to explore the effects of literacy instruction in social studies.

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Section: Reading Comprehensionmentioning

confidence: 99%

Section: Study Featuresmentioning

confidence: 99%

Section: Reading Comprehensionmentioning

confidence: 99%

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Effects of Reading Instruction on Learning Outcomes in Social Studies: A Synthesis of Quantitative Research

McCulley

Osman

2015

The Journal of Social Studies Research

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“…But in-depth exploration of how to design such programs rich in visuals has, at least until recently, been hard to come by. Hinde, Osborn Poppa, Jimenez-Silva, and Dorn (2011) provide a recent demonstration of how to utilize visuals in geography to develop elementary-and middlelevel ELLs' reading and writing skills. Similarly, Colleen Klein Reutebuch (2010) illustrates how visuals and graphic organizers can play a central role in teaching social studies to middle grades ELLs.…”

Section: Introductionmentioning

confidence: 99%

Visualizing Social Studies Literacy: Teaching Content and Skills to English Language Learners

Cruz

Thornton

2012

Social Studies Research and Practice

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Because of its conceptually dense character, social studies can be difficult to learn. Educators often struggle to find ways to teach higher-order thinking and make academic language and concepts comprehensible for English language learners (ELLs). Visuals may be the key to effective social studies instruction for this student population. Images can be located and obtained easily through the Internet, meshing well with the learning styles of today’s adolescents. This article presents some of the most promising approaches—including historical photographs, paintings and illustrations, maps, propaganda posters, and graphic organizers— that can be used with learners at all levels of language proficiency.

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“…I nordisk og norsk sammenheng har geografididaktikk vaert et lite forskningsfelt (Bladh & Molin, 2016;Eikli, 2013), men enkeltstudier gir likevel interessante innblikk i fagets literacy-praksiser (Gilje, Ingulfsen & Swensen, 2015;Molin & Grubbström, 2013;Staurseth, 2018Staurseth, , 2019Wetlesen & Eie, 2019). Internasjonal forskning har vaert saerlig opptatt av multimodale tekster med grafiske representasjoner, samt bruken av geografisk informasjonsteknologi (Fargher, 2018;Hennerdal, 2020;Hilander, 2016;Hinde et al 2011). Det kritiske aspektet ved geografisk dannelse i bred forstand og hvilken rolle undervisning om steder spiller i den sammenhengen, har vaert mindre belyst.…”

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‘Sted’ som utgangspunkt for kritisk tenkning i geografi

Wetlesen

Eie²

2022

ADNO

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Geografi var tidligere et av hovedområdene i den norske grunnskolens samfunnsfag, men i læreplanen Kunnskapsløftet 2020 har geografifaget blitt mindre tydelig. Samtidig kan et mer gjennomgående geografisk perspektiv og økt vektlegging av kritisk tenkning åpne nye muligheter for elevenes geografiske dannelse. Dette innebærer å kunne lese og vurdere geografifaglige tekster og representasjoner og ha kunnskap om lokalisering, steder og sammenhenger. Ikke minst dreier det seg om å anvende geografiske tenkemåter til å fatte beslutninger om ulike handlingsalternativer. Selv om det finnes en rik teoretisk litteratur innenfor geografididaktikk, er det få empiriske studier av geografiundervisning på barneskolenivå i ulike land. Internasjonal forskning har vært særlig opptatt av multimodale tekster med grafiske representasjoner, mens det kritiske aspektet ved geografisk dannelse i bred forstand og hvilken rolle undervisning om steder spiller i den sammenhengen, har vært mindre belyst. Artikkelen drøfter derfor problemstillingen: Hvordan kan ulike tilnærminger til sted bidra til elevenes geografiske dannelse og kritiske tenkning? Artikkelen tar utgangspunkt i en kvalitativ klasseromsstudie av et undervisningsopplegg om norske fylker på mellomtrinnet. Analysen viser at oppdragene i undervisningsopplegget tilrettela for elevenes geografiske dannelse gjennom å lese kart, konstruere egne kart og finne informasjon om steder på nett. De fleste oppdragene hadde en deskriptiv tilnærming til sted som vektla fakta om lokalisering og severdigheter, men analysen avdekker også potensial for kritisk tenkning gjennom enkeltoppdrag og spontane situasjoner i klasserommet. Artikkelen argumenterer for at en flerdimensjonal stedstilnærming kan være fruktbar for å ivareta et geografifaglig perspektiv i undervisningen og bidra til å utvikle elevenes kritiske tenkning.

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Linking geography to reading and English language learners’ achievement in US elementary and middle school classrooms

Cited by 10 publications

References 32 publications

Effects of Reading Instruction on Learning Outcomes in Social Studies: A Synthesis of Quantitative Research

Effects of Reading Instruction on Learning Outcomes in Social Studies: A Synthesis of Quantitative Research

Visualizing Social Studies Literacy: Teaching Content and Skills to English Language Learners

‘Sted’ som utgangspunkt for kritisk tenkning i geografi

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