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ERIC Number: ED317957
Record Type: Non-Journal
Publication Date: 1990
Pages: 33
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Study of the Social Studies Reading Achievement and Reading Interests of a Group of Eighth Graders.
Hafner, Lawrence E.; Stakenas, Robert
A study investigated the reading achievement and reading interests of eighth graders reading meaningful segments from social studies textbooks. Subjects, 88 eighth-grade students enrolled in the Florida State University Developmental Research School, took several tests and inventories designed to gather data in the areas of capacity, achievement, and reading interests. Subjects read segments from social studies texts written at or below grade level and answered questions designed to test literal comprehension, inferential composition, and vocabulary understanding. Results indicated that (1) a sample of history textbooks was shown to give inaccurate, insipid treatments of important historical periods; (2) readability formulas are not good indicators of the comprehensibility of social studies selections as measured by literal and inferential comprehension questions; (3) the subjects scored very poorly on vocabulary test items; (4) technical selections containing geography and science concepts and relationships were especially difficult to understand; (5) a statistically significant number of the best readers compared to the poorest readers like to read mystery and adventure books; (6) teaching strategies designed to improve students' attitudes toward social studies should be tried; (7) authors of textbooks should use writing strategies designed to increase the comprehensibility of texts; and (8) teachers of social studies should use directed reading-thinking activities to stimulate greater involvement of students in discussions leading to attainment of concepts. (Two tables of data are included; 18 references and comments on sections of the Reference Skills Test are attached.) (RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A