Date of Award
12-2014
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education
First Advisor
Siri Anderson
Department/School
Curriculum and Instruction
Abstract
The focus of this study was to determine whether the introduction of reading strategies in the social studies classroom could increase student achievement in social studies. The study collected data from ninth graders in a regular educational Global Studies classroom. Student-generated data collected included formative assessments such as pre and post-tests, map quizzes, unit tests and exit slips. Reading strategies outcomes were analyzed from a student perspective via student exit slips and information gathered instudent-teacher conferencing. The implementation of the reading strategy was successful. Statistics showed greater improvement for girls than for boys. The majority of students found the introduction of reading strategies beneficial for social studies. Implementing graphic organizers and other reading strategies will be implemented in future courses.
Recommended Citation
Leingang, Bradley. (2014). Improving Reading Skills in Social Studies. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/81