Historical Literacy Instruction for All Learners: Evidence From a Design Experiment. Issue 6 (2nd November 2018)

• Record Type: Journal Article
• Authors: Wissinger, Daniel R.; Ciullo, Stephen P.; Shiring, Elizabeth J.
• Is Part Of: Reading and writing quarterly. Volume 34:Issue 6(2018)
• Page Start: 568
• Page End: 586
• Publication Date: 2018-11-02
• Subjects: Reading disability -- Periodicals; Language arts -- Remedial teaching -- Periodicals; Learning disabilities -- Periodicals; 371.91405
• DOI: 10.1080/10573569.2018.1510795
• Languages: English
• ISSNs: 1057-3569

Abstract

Abstract: We used a design-based research model to examine a historical literacy intervention in Grade 6 classrooms. This article describes the results across 2 separate instructional cycles and for students grouped into 4 categories: (a) high-achieving students ( n = 23 and n = 24 for Cycle I and Cycle II, respectively), (b) average-achieving students ( n = 39 and n = 44), (c) low-achieving students ( n = 17 and n = 23), and students with disabilities ( n = 9 and n = 8). The findings suggest that the intervention enhanced students' ability to read historical sources and produce more sophisticated historical writing. Although comparisons of measures of reading comprehension suggest that high-achieving students outperformed students with disabilities in 2 separate instructional cycles (all p s < .05), students with disabilities earned comparable comprehension scores as their average-achieving and low-achieving peers in both instructional cycles; moreover, all 4 groups of learners constructed essays at posttest in the 2nd instructional cycle that were statistically similar.