Hath! Doth! What? Middle Graders Reading Innovative History Text

Examines adolescents who faced many comprehension challenges when studying diverse history content. Focuses on the challenges that an innovative history chapter with embedded texts presents to middle-grade students and the strategies and stances that student readers use in relation to these challeng...

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Veröffentlicht in:	Journal of adolescent & adult literacy 2001-05, Vol.44 (8), p.696-707
Hauptverfasser:	Afflerbach, Peter, VanSledright, Bruce
Format:	Artikel
Sprache:	eng
Schlagworte:	Adolescents Childrens nonfiction Curricula Educational innovation Governors Grade 5 High school students Historical text analysis History History Instruction History Textbooks Middle school students Middle Schools Movies Poetry Reading Reading Comprehension Reading Instruction Reading Materials Reading Skills Reading Strategies Reading Tests Secondary Education Student diversity Students Teachers Textbooks United States history
Online-Zugang:	Volltext
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Beschreibung
Zusammenfassung:	Examines adolescents who faced many comprehension challenges when studying diverse history content. Focuses on the challenges that an innovative history chapter with embedded texts presents to middle-grade students and the strategies and stances that student readers use in relation to these challenges. Examines the nature of students' historical thinking and its relationship to how students read history. (SG)
ISSN:	1081-3004 1936-2706