ERIC Number: EJ1274089
Record Type: Journal
Publication Date: 2020
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1085-3545
EISSN: N/A
Supporting Students to Read Complex Texts on Civic Issues: The Role of Scaffolded Reading Instruction in Democratic Education
Epstein, Shira Eve
Democracy & Education, v28 n2 Article 3 2020
This paper discusses the role of scaffolded reading instruction in democratic education. Focusing on a case study of a high school civic unit on the Syrian civil war and refugee crisis, it argues the importance of such reading instruction. Students noted the challenges they experienced when reading complex texts on the topic. Yet, scaffolded reading activities that helped students interpret and respond to the texts yielded student engagement with disciplinary material and were praised by the students. This paper illustrates the use of such supports and discusses the ramifications of their absence.
Descriptors: Scaffolding (Teaching Technique), Reading Instruction, Civics, Democracy, High School Students, Reading Comprehension, Learner Engagement, War, Instructional Effectiveness, Educational Benefits
Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://democracyeducationjournal.org/home
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A