Bibliographic Details
| Title: |
Historical Literacy Research for Students with and at Risk for Learning Disabilities: A Systematic Review. |
| Authors: |
Wissinger, Daniel R., Ciullo, Stephen |
| Source: |
Learning Disabilities Research & Practice (Wiley-Blackwell). Nov2018, Vol. 33 Issue 4, p237-249. 13p. 2 Charts. |
| Subjects: |
Learning disabilities, Historical literacy, School children, Student engagement, Educability |
| Abstract: |
A systematic review of Historical Literacy (HL) interventions conducted during the past 17 years (2000–2017) with students with and at risk for LD is presented in this article. HL is defined as the skills required to reason, read, write, and learn with historical evidence from the past. The review begins with a description of reforms in history education and summarizes more recent changes in legislation. Next, HL standards that pose challenges for struggling learners are discussed, and findings from HL interventions are presented. Results are synthesized and reported according to three themes that align with the CCSS for literacy in history/social studies: (1) disciplinary reading, (2) historical writing, and (3) classroom research projects. Instructional suggestions and directions for future research are discussed. [ABSTRACT FROM AUTHOR] |
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Copyright of Learning Disabilities Research & Practice (Wiley-Blackwell) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Psychology and Behavioral Sciences Collection |
