Teaching Reading in the Social Studies

By Ediger, Marlow | College Student Journal, March 2000 | Go to article overview

Teaching Reading in the Social Studies


Ediger, Marlow, College Student Journal


The social studies teacher needs to have clear goals of what is to be accomplished when pupils read subject matter. Methods of teaching should guide pupils to comprehend and understand ideas in print. Needed word recognition skills and meaningful learnings are important for pupils to develop necessary skills in higher levels of cognition in the social studies.

Social studies teachers need to emphasize reading instruction across the curriculum. The teaching of reading may occur simultaneously as learners extract vital facts, concepts, and generalizations from print discourse in ongoing lessons and units in the social studies (Ediger, 1995).

Goals in Reading Social Studies Content

Social studies teachers need to be instructors of reading. Learners may acquire more information, than otherwise would be the case, if they comprehend print content in a meaningful manner (Ediger, 1994).

What are selected methods to assist pupil progress in reading social studies content?

1. Introduce new words from the selection to be read from the basal, by printing these in neat manuscript letters on the chalkboard. Each word should be printed within a sentence contextually. Have pupils look at each new word carefully and have them use each word in a sentence orally. Use the experiences to provide background information and readiness for reading the new selection from the basal. To extend readiness, the teacher needs to discuss the related pictures in the basal. Pupils might then have questions pertaining to what they wish to have answered from the sequential reading activity. These and other questions may be discussed in the follow up activity after reading the new selection from the social studies basal (Ediger, 1996a).

2. Assist pupils to do peer reading whereby each pupil in the small group reads orally to others. The content may then be discussed within the peer group.

3. Initiate peer tutoring involving a proficient reader and two or three others who need help in reading. The peer tutor may read orally as the others follow along in their basals. He/she might also guide pupils to recognize unknown words (Ediger, 1996b).

4. Permit an aid, under teacher guidance, to read orally the needed selection from the basal, as others follow along in their texts. The aid, with appropriate inservice education, should also listen to pupils read orally and discuss main ideas read. Retired teachers can be excellent aids in the classroom (Ediger, 1998).

5. Tape-record the selection to be read. This oral presentation should be clear, articulate, and at a rate of speed that slower readers may follow along with in their own textbooks. Each pupil when following the cassette recording may notice, especially, the new words in discourse. Later, pupils may read the same subject matter and, hopefully, read the content with quality comprehension. An aid or a good reader might also make the cassette with clarity in oral reading.

6. Use individualized reading whereby each pupil may choose a library book to read that relates directly to the ongoing unit of study. Comprehension of contents in the social studies by the reader of the library book may be shared with classmates in the discussion setting.

7. Relevant spelling words for pupils to master may come from the introduced new words by the social studies teacher (refer to number one teaching of reading suggestion). These words in spelling may be used as enrichment or bonus words in spelling. Pupils can be challenged to master each word with correct spelling. Reading and spelling might well be correlated.

8. Determine ways to guide pupils in using content from social studies reading with related writing experiences, such as the following:

(a) outlining and summarizing ideas read

(b) writing ideas read to compose rhymed and unrhymed poetry

(c) keeping diary entries and logs of what has been studied

(d) journaling experiences by writing impressions, facts, concepts, and generalizations read

(e) developing and labeling a bulletin board display

(f) making a chart and writing items underneath each of the following categories such as the setting, characterization, major events, and time frame of these happenings, read from social studies script. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Teaching Reading in the Social Studies
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.