Research-Based Lessons That Support Student Independent Reading in Social Studies

Abstract

High school social studies teachers face unique challenges in helping their students learn independently from text in their discipline. In this article, a set of research-based practices that couple independent student reading with high-quality instruction proven to improve content learning for high school nonnative English speakers is provided. Specific examples of each practice within a social studies unit are used to illustrate how to promote independent student reading and understanding that is integrated with the content.

Keywords:

• comprehension
• content area reading
• English language learners
• vocabulary

Funding

This work was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305F100013 to the University of Texas at Austin as part of the Reading for Understanding Initiative. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

Additional information

Notes on contributors

Elizabeth Swanson

Elizabeth Swanson, a research associate professor, holds a joint appointment in the Department of Special Education and The Meadows Center for Preventing Educational Risk at the University of Texas at Austin. Her current research interests are reading comprehension interventions for students at risk for school failure.

Deborah Reed

Deborah Reed is an associate professor at the University of Iowa and the director of the Iowa Reading Research Center. Her current research interests include appropriate use of reading data in instructional decision making and providing high-quality reading instruction in alternative settings.

Sharon Vaughn

Sharon Vaughn, Manuel J. Justiz Endowed Chair in Education, is the executive director of The Meadows Center for Preventing Educational Risk, an organized research unit at the University of Texas at Austin. Her research interests include designing and testing reading interventions for efficacy, response to intervention, and mitigating educational risk.