Date of Award
Action Research Project
Master of Arts in Education
Curriculum and Instruction
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.
Leingang, Bradley. (2014). Improving Reading Skills in Social Studies. Retrieved from Sophia, the St. Catherine University repository website: http://sophia.stkate.edu/maed/81