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Curriculum Inquiry Volume 41, 2011 - Issue 2
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Original Articles

Beyond Reading Comprehension and Summary: Learning to Read and Write in History by Focusing on Evidence, Perspective, and Interpretation

Chauncey Monte-SanoUniversity of Maryland, College Park, Maryland
Pages 212-249 | Published online: 07 Jan 2015

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Natalia Albornoz Muñoz & Christian Sebastián Balmaceda. (2022) Between school and ethical–political everyday action: a comprehensive framework of the development of historical thinking. Journal of Curriculum Studies 54:4, pages 445-465.
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Kristin A. Sendur, Jannet van Drie & Carla van Boxtel. (2021) Historical contextualization in students’ writing. Journal of the Learning Sciences 30:4-5, pages 797-836.
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Yongjun Lee, Laura M. Lemanski, Megan M. Van Deventer & David G. O’Brien. (2021) Leveraging Collaborative Expertise: Social Studies Teachers’ Perspectives of Disciplinary Literacy Instruction. Literacy Research and Instruction 60:3, pages 220-241.
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Nancy November, Sean Sturm & ’Ema Wolfgramm-Foliaki. (2021) Performing history: culturally sustaining pedagogies for indigenous students in the historical disciplines. Higher Education Research & Development 40:1, pages 104-116.
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Peter Gierlach & Erin K. Washburn. (2018) Teaching a Cognitive Strategy for Argument-based Writing in Middle School Social Studies. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 91:4-5, pages 147-154.
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Abby Reisman. (2017) Integrating Content and Literacy in Social Studies: Assessing Instructional Materials and Student Work From a Common Core-Aligned Intervention. Theory & Research in Social Education 45:4, pages 517-554.
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Michael A. Neel. (2017) Making sense and facing tensions: an investigation of core practice complexities. Teaching Education 28:3, pages 257-278.
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Cindy Litman, Stacy Marple, Cynthia Greenleaf, Irisa Charney-Sirott, Michael J. Bolz, Lisa K. Richardson, Allison H. Hall, MariAnne George & Susan R. Goldman. (2017) Text-Based Argumentation With Multiple Sources: A Descriptive Study of Opportunity to Learn in Secondary English Language Arts, History, and Science. Journal of the Learning Sciences 26:1, pages 79-130.
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Erin Washburn, Christopher Sielaff & Karin Golden. (2016) The Use of a Cognitive Strategy to Support Argument-Based Writing in a Ninth Grade Social Studies Classroom. Literacy Research and Instruction 55:4, pages 353-374.
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Chauncey Monte-Sano. (2016) Argumentation in History Classrooms: A Key Path to Understanding the Discipline and Preparing Citizens. Theory Into Practice 55:4, pages 311-319.
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Kevin W. Meuwissen & Andrew L. Thomas. (2016) Can Studying Adolescents’ Thinking Amplify High-Leverage Social Studies Teaching Practice? Challenges of Synthesizing Pedagogies of Investigation and Enactment in School–Institutional Contexts. Theory & Research in Social Education 44:3, pages 385-415.
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Ross Collin & Gabriel A. Reich. (2015) Literacy models and the reconstruction of history education: a comparative discourse analysis of two lesson plans. Journal of Curriculum Studies 47:4, pages 462-485.
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Brooke Blevins. (2015) Developing Students’ Historical Literacies in the Classroom. Theory & Research in Social Education 43:2, pages 275-283.
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Chauncey Monte-Sano, Susan De La Paz & Mark Felton. (2014) Implementing a disciplinary-literacy curriculum for US history: learning from expert middle school teachers in diverse classrooms. Journal of Curriculum Studies 46:4, pages 540-575.
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Bradley Fogo. (2014) Core Practices for Teaching History: The Results of a Delphi Panel Survey. Theory & Research in Social Education 42:2, pages 151-196.
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Chauncey Monte-Sano & Christopher Budano. (2013) Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth Over Three Years. Journal of the Learning Sciences 22:2, pages 171-211.
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Brian Girard & Lauren McArthur Harris. (2012) Striving for Disciplinary Literacy Instruction: Cognitive Tools in a World History Course. Theory & Research in Social Education 40:3, pages 230-259.
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Andrew O. del Calvo & Sarah W. Beck. 2023. Assessing Disciplinary Writing in Both Research and Practice. Assessing Disciplinary Writing in Both Research and Practice 227 251 .
Ryan E. Hughes & Pratigya Marhatta. (2023) Learning to ask their own questions: How elementary students develop social studies inquiry questions. Teaching and Teacher Education 127, pages 104094.
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Sarah W. Beck & Andrew O. del Calvo. (2022) Using Dialogic Writing Assessment to Support the Development of Historical Literacy. Literacy 57:1, pages 61-71.
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Taylor M. Kessner & Lauren McArthur Harris. (2022) Opportunities to practice historical thinking and reasoning in a made-for-school history-oriented videogame. International Journal of Child-Computer Interaction 34, pages 100545.
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Marc Kropman, Jannet van Drie & Carla van Boxtel. (2022) The influence of multiperspectivity in history texts on students’ representations of a historical event. European Journal of Psychology of Education.
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Nicole Abricot, Carmen Gloria Zúñiga, Lucía Valencia-Castañeda & Paloma Miranda-Arredondo. (2022) What learning is reported in social science classroom interventions? A scoping review of the literature. Studies in Educational Evaluation 74, pages 101187.
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Erin Bennett, Phu Vu & Lan Vu. (2022) Effects of structured writing strategies in the high school history classroom. Social Studies Research and Practice 17:2, pages 210-217.
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David-Alexandre Wagner & Torjus Dversnes. (2022) Film as a gateway to teaching about slavery through historical empathy: a case study using 12 Years a Slave (McQueen, 2013). History Education Research Journal 19:1.
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Marlies ter Beek, Marie-Christine Opdenakker, Marjolein I. Deunk, Jan-Willem Strijbos & Tim Huijgen. (2022) Relationships between adolescent students’ reading skills, historical content knowledge and historical reasoning ability. History Education Research Journal 19:1.
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Chauncey Monte-Sano, Mary Schleppegrell, Sida Sun, Jiaxin Wu & Jeff Kabat. (2022) Discussion in Diverse Middle School Social Studies Classrooms: Promoting All Students’ Participation in the Disciplinary Work of Inquiry. Teachers College Record: The Voice of Scholarship in Education 123:10, pages 142-184.
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Alexandra List. (2020) Investigating the Cognitive Affective Engagement Model of Learning From Multiple Texts: A Structural Equation Modeling Approach. Reading Research Quarterly 56:4, pages 781-817.
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Kalani Craig, Joshua Danish, Megan Humburg, Cindy Hmelo-Silver, Maksymilian Szostalo & Ann McCranie. (2021) Net.Create: Network Visualization to Support Collaborative Historical Knowledge Building. International Journal of Computer-Supported Collaborative Learning 16:2, pages 185-223.
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Melissa Wrenn & Jennifer L. Gallagher. (2021) Getting critical with disciplinary literacy: a read aloud strategy. Social Studies Research and Practice 16:1, pages 1-15.
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Jordan Lombard, Ivar Bråten, Cécile van de Leemput & Franck Amadieu. (2021) Performance and acceptance when using tablets as a multiple document learning tool: do application and guidance matter?. Instructional Science 49:2, pages 197-221.
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Monika Waldis, Martin Nitsche & Kristine Gollin. (2020) »Schülerinnen und Schüler schreiben Geschichte« – Eine Interventionsstudie an Deutschschweizer Gymnasien. Zeitschrift für Geschichtsdidaktik 19:1, pages 90-108.
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Rita Luís & Chrysi Rapanta. (2020) Towards (Re-)Defining historical reasoning competence: A review of theoretical and empirical research. Educational Research Review 31, pages 100336.
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Christine Baron, Sherri Sklarwitz & M. Yianella Blanco. (2020) Assessment of teachers’ gains across multiple historic site-based professional development programs. Teaching and Teacher Education 93, pages 103077.
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Servet ÜZTEMUR & Erkan DİNÇ. (2020) Tarih Öğretimi Bağlamında İnternete Özgü Epistemik Gerekçelendirme Ölçeğinin Türk Kültürüne UyarlamasıAdaptation of Internet-Specific Epistemic Justification Inventory to Turkish Culture in the Context of History Teaching. Turkish History Education Journal 9:1, pages 152-169.
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Brooke Blevins, Kevin Magill & Cinthia Salinas. (2023) Critical historical inquiry: The intersection of ideological clarity and pedagogical content knowledge. The Journal of Social Studies Research 44:1, pages 35-50.
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Chauncey Monte-Sano & Amina Allen. (2018) Historical argument writing: the role of interpretive work, argument type, and classroom instruction. Reading and Writing 32:6, pages 1383-1410.
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Miranda Suzanne Fitzgerald & Annemarie Sullivan Palincsar. (2019) Teaching Practices That Support Student Sensemaking Across Grades and Disciplines: A Conceptual Review. Review of Research in Education 43:1, pages 227-248.
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Carla K. Meyer, Laura J. Mahalingappa & Kristy A. Brugar. 2019. Teaching the Content Areas to English Language Learners in Secondary Schools. Teaching the Content Areas to English Language Learners in Secondary Schools 311 325 .
Súsanna Margrét Gestsdóttir, Carla van Boxtel & Jannet van Drie. (2018) Teaching historical thinking and reasoning: Construction of an observation instrument. British Educational Research Journal 44:6, pages 960-981.
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Byeong-Young Cho, Hyeju Han & Linda L. Kucan. (2018) An exploratory study of middle-school learners’ historical reading in an internet environment. Reading and Writing 31:7, pages 1525-1549.
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Sarit Barzilai, Asnat R. Zohar & Shiri Mor-Hagani. (2018) Promoting Integration of Multiple Texts: a Review of Instructional Approaches and Practices. Educational Psychology Review 30:3, pages 973-999.
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Hiller A. Spires, Shea N. Kerkhoff, Abbey C. K. Graham, Isaac Thompson & John K. Lee. (2018) Operationalizing and validating disciplinary literacy in secondary education. Reading and Writing 31:6, pages 1401-1434.
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Silvia Pessoa, Thomas D. Mitchell & Ryan T. Miller. (2018) Scaffolding the argument genre in a multilingual university history classroom: Tracking the writing development of novice and experienced writers. English for Specific Purposes 50, pages 81-96.
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Diane M. Miller, Chyllis E. Scott & Erin M. McTigue. (2016) Writing in the Secondary-Level Disciplines: a Systematic Review of Context, Cognition, and Content. Educational Psychology Review 30:1, pages 83-120.
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Laura Schall-Leckrone & Debra Barron. 2018. Teaching History and Social Studies to English Language Learners. Teaching History and Social Studies to English Language Learners 205 231 .
Christine Baron, Christina L. Dobbs & Patricia Martínez-Álvarez. 2018. Teaching History and Social Studies to English Language Learners. Teaching History and Social Studies to English Language Learners 67 92 .
Michiel Voet & Bram De Wever. (2017) History Teachers’ Knowledge of Inquiry Methods. Journal of Teacher Education 68:3, pages 312-329.
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Ryu, Sanghee & Suhyun Seo. (2017) A review of argumentative writing as a tool for exploration of knowledge - Focused on CCSS disciplinary literacy strand -. 작문연구 null:32, pages 83-116.
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Peter Seixas. 2017. Palgrave Handbook of Research in Historical Culture and Education. Palgrave Handbook of Research in Historical Culture and Education 59 72 .
Elaine Wang, Lindsay Clare Matsumura & Richard Correnti. (2017) Making a CASE: Improving Use of Text Evidence in Students’ Writing. The Reading Teacher 70:4, pages 479-484.
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Susan De La Paz, Chauncey Monte-Sano, Mark Felton, Robert Croninger, Cara Jackson & Kelly Worland Piantedosi. (2017) A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies. Reading Research Quarterly 52:1, pages 31-52.
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Jie Y. Park. (2016) “He Didn't Add More Evidence”: Using Historical Graphic Novels to Develop Language Learners' Disciplinary Literacy. Journal of Adolescent & Adult Literacy 60:1, pages 35-43.
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Michiel Voet & Bram De Wever. (2016) History teachers' conceptions of inquiry-based learning, beliefs about the nature of history, and their relation to the classroom context. Teaching and Teacher Education 55, pages 57-67.
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Lauren McArthur Harris, Anne-Lise Halvorsen & Gerardo J. Aponte-Martinez. (2023) “[My] Family Has Gone through That”: How High School Students Determine the Trustworthiness of Historical Documents. The Journal of Social Studies Research 40:2, pages 109-121.
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Jack Schneider & Sivan Zakai. (2016) A Rigorous Dialectic: Writing and Thinking in History. Teachers College Record: The Voice of Scholarship in Education 118:1, pages 1-36.
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Manuela Cartolari & María Elena Molina. (2015) Modos de leer y escribir en Historia: perspectivas de alumnos y profesores de la formación docente inicial. REDU. Revista de Docencia Universitaria 13:3, pages 235.
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Christine Baron & Christina Dobbs. (2015) Expanding the Notion of Historical Text Through Historic Building Analysis. Journal of Adolescent & Adult Literacy 58:6, pages 462-471.
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Abby Reisman. (2015) Entering the Historical Problem Space: Whole-Class Text-Based Discussion in History Class. Teachers College Record: The Voice of Scholarship in Education 117:2, pages 1-44.
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Vincent Boutonnet. (2016) Pratiques déclarées d’enseignants d’histoire au secondaire en lien avec leurs usages des ressources didactiques et l’exercice de la méthode historique. McGill Journal of Education 50:2-3, pages 225-246.
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Rodrigo Henríquez & Valentina Canelo. (2014) Géneros históricos y construcción de la significación histórica: el caso de los estudiantes de Licenciatura en Historia. Onomázein Revista de lingüística filología y traducción:1, pages 138-160.
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James E. Warren. (2012) Rhetorical Reading as a Gateway to Disciplinary Literacy. Journal of Adolescent & Adult Literacy, pages n/a-n/a.
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Chauncey Monte-Sano & Susan De La Paz. (2012) Using Writing Tasks to Elicit Adolescents’ Historical Reasoning. Journal of Literacy Research 44:3, pages 273-299.
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Chauncey Monte-Sano & Kristen Harris. (2012) Recitation and Reasoning in Novice History Teachers' Use of Writing. The Elementary School Journal 113:1, pages 105-130.
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Taylor Milan Kessner & Lauren McArthur Harris. (2022) Opportunities to Practice Historical Thinking and Reasoning in a Made-for-School History-Oriented Videogame. SSRN Electronic Journal.
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