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| Main Author: | |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1998
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED423519 |
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| _version_ | 1867181864302673920 |
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| author | Ediger, Marlow |
| author_facet | Ediger, Marlow Ediger, Marlow |
| collection | Education Resources Information Center |
| contents | Reading in the Social Studies Curriculum. Ediger, Marlow Classroom Techniques Content Area Reading Elementary Education Learning Activities Learning Strategies Reading Assignments Reading Comprehension Reading Improvement Reading Skills Social Studies Study Skills Teaching Methods A basic concept in reading content in the social studies is for pupils to experience adequate background information. A pupil cannot read and understand new subject matter unless prerequisites have been met. For early primary grade pupils, the Big Book concept may be used, wherein the teacher discusses the illustration in the book pertaining to content that will be read. Intermediate grade pupils may also be taught by the teacher using a similar strategy. The social studies teacher needs to have numerous library books, on different reading levels, available for pupils to select from and read relevant to the social studies unit being taught. Pupils may also access necessary data through the Internet. Social studies teachers should be teachers of reading because pupils need to: (1) do much reading to secure information for each unit taught; (2) read to follow directions; (3) read sequentially a narrative account in social studies since, after reading, proper order is very important in retelling these events; (4) skim subject matter content to note if it is relevant; (5) scan materials that provide what one is looking for; (6) develop main ideas; (7) read to achieve a summary; (8) read diary entries; (9) read in an analytical manner; (10) read in an imaginative manner; and (11) read for problem solving purposes. The theory of multiple intelligences is important in educational practices when having pupils reveal in diverse ways what has been learned. (Contains 14 references.) (CR) |
| format | Recurso educativo Open Access |
| id | eric_ED423519 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1998 |
| record_format | eric |
| spellingShingle | Reading in the Social Studies Curriculum. Ediger, Marlow Classroom Techniques Content Area Reading Elementary Education Learning Activities Learning Strategies Reading Assignments Reading Comprehension Reading Improvement Reading Skills Social Studies Study Skills Teaching Methods Reading in the Social Studies Curriculum. Ediger, Marlow Classroom Techniques Content Area Reading Elementary Education Learning Activities Learning Strategies Reading Assignments Reading Comprehension Reading Improvement Reading Skills Social Studies Study Skills Teaching Methods A basic concept in reading content in the social studies is for pupils to experience adequate background information. A pupil cannot read and understand new subject matter unless prerequisites have been met. For early primary grade pupils, the Big Book concept may be used, wherein the teacher discusses the illustration in the book pertaining to content that will be read. Intermediate grade pupils may also be taught by the teacher using a similar strategy. The social studies teacher needs to have numerous library books, on different reading levels, available for pupils to select from and read relevant to the social studies unit being taught. Pupils may also access necessary data through the Internet. Social studies teachers should be teachers of reading because pupils need to: (1) do much reading to secure information for each unit taught; (2) read to follow directions; (3) read sequentially a narrative account in social studies since, after reading, proper order is very important in retelling these events; (4) skim subject matter content to note if it is relevant; (5) scan materials that provide what one is looking for; (6) develop main ideas; (7) read to achieve a summary; (8) read diary entries; (9) read in an analytical manner; (10) read in an imaginative manner; and (11) read for problem solving purposes. The theory of multiple intelligences is important in educational practices when having pupils reveal in diverse ways what has been learned. (Contains 14 references.) (CR) |
| title | Reading in the Social Studies Curriculum. |
| topic | Classroom Techniques Content Area Reading Elementary Education Learning Activities Learning Strategies Reading Assignments Reading Comprehension Reading Improvement Reading Skills Social Studies Study Skills Teaching Methods |
| url | https://eric.ed.gov/?id=ED423519 |