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ERIC Number: EJ1057203
Record Type: Journal
Publication Date: 2014
Pages: 11
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-1068-1752
We the People: Elementary Pre-Service Teachers and Constitutional Readability
Meier, Lori T.; Keith, Karin J.; Dwyer, Edward J.
SRATE Journal, v24 n1 p47-57 Fall-Win 2014
In light of increasing mandates to incorporate close reading of primary source historical documents at the elementary level, this study explored the reading difficulty level of the US Constitution with preservice elementary teachers using a traditional cloze assessment procedure. While best practice pedagogy of social studies has long included thoughtful reading of primary sources, new language arts guidelines situate the analysis of primary documents within formulaic quantifiable frameworks, often problematic to the pre-service teacher. With implications for reading and social studies, this paper explores several relevant issues to both pre-service teachers and the elementary classrooms they will teach in.
Southeastern Regional Association of Teacher Educators. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: ACT Assessment; Flesch Kincaid Grade Level Formula