ERIC Number: ED400525
Record Type: RIE
Publication Date: 1996
Reading American History: How Do Multiple Text Sources Influence Historical Learning in Fifth Grade? Reading Research Report No. 68.
VanSledright, Bruce A.; Kelly, Christine
Over the past 10 years, traditional elementary history textbooks have been criticized by a number of reviewers. In part as a result, some fifth-grade teachers, many of whom have students who are learning chronological U.S. history for the first time, have begun to augment these textbooks with biographies, historical fiction, literature-based historical accounts, and other alternative history texts, providing multiple sources to their students for learning about that history. A study assessed the history reading opportunities provided in a fifth-grade classroom, and then (1) questioned six students from that class about their reading interests with respect to the various texts; (2) explored how the six distinguished among the texts as sources of historical context; and (3) studied the ways in which the multiple sources influenced the development of their critical reading capacities and historical understanding. Six major themes emerged from the data. These themes are discussed in relationship to their implications for learning to become engaged, critical readers of U.S. history and for what they might say about developing enhanced levels of historical understanding. Contains 38 references, 7 notes, and a figure. A 16-item sample of history texts available to students and think-aloud protocol texts are attached. (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.
Grant or Contract Numbers: N/A