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ERIC Number: EJ1012524
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
Reference Count: 64
ISBN: N/A
ISSN: ISSN-0037-7996
Integrating Comprehension Strategies into Social Studies Instruction
Hughes, Marie Tejero; Parker-Katz, Michelle
Social Studies, v104 n3 p93-104 2013
The number of middle school students with learning disabilities (LD) taught social studies in general education classes continues to rise. Providing general education teachers with additional ways to support students with LD as they navigate social studies reading materials could help planning and teaching for all students. In middle school, when reading challenges become increasingly complex and focused on expository text, an understanding of how to select and integrate comprehension strategies into instruction could enable teachers to assist students' access to curriculum and overall success in learning major concepts. Drawing on highly effective evidence-based strategies, this article presents scenarios and research-based resources to help middle school teachers integrate comprehension strategy instruction into teaching social studies. When teachers incorporate strategy instruction into their lessons, students with LD are provided with support to access text even when the special education teacher is not present in the classroom to provide individualized assistance. (Contains 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A