Literacy in Social Studies: The Influence of Cognitive and Motivational Practices on the Reading Comprehension of English Learners and Non-English Learners. Issue 1 (2nd January 2018)

• Record Type: Journal Article
• Authors: Taboada Barber, Ana; Buehl, Michelle M.; Beck, Jori S.; Ramirez, Erin M.; Gallagher, Melissa; Richey Nuland, Leila N.; Archer, Casey J.
• Is Part Of: Reading and writing quarterly. Volume 34:Issue 1(2018)
• Page Start: 79
• Page End: 97
• Publication Date: 2018-01-02
• Subjects: Reading disability -- Periodicals; Language arts -- Remedial teaching -- Periodicals; Learning disabilities -- Periodicals; 371.91405
• DOI: 10.1080/10573569.2017.1344942
• Languages: English
• ISSNs: 1057-3569

Abstract

ABSTRACT: We examined the impact of cognitive and motivation practices within a social studies literacy intervention (United States History for Engaged Reading [USHER]) on Grade 6 English learners' (ELs) and non-ELs' history reading comprehension, cognitive strategy use, reading self-efficacy, and reading engagement. We used a switching replications research design with 2 groups and 2 instructional sequences (i.e., Sequence A and Sequence B) and collected cognitive and motivational measures from all students before and after each sequence. We used propensity score matching to establish groups with baseline equivalence. Findings indicated that USHER contributed to both ELs' and non-ELs' increases in history reading comprehension, cognitive strategy use, and reading engagement in social studies.