This study of 98 sixth graders examined the effectiveness of reading and/or writing instruction in social studies that focused on text organization, main idea statements, and important supporting details. Results indicated that students who received reading instruction generally had better recall of textbook material than students without reading…

Finds that (1) after question-answer relationship/metacognitive instruction, students answered a significantly larger percentage of the comprehension questions in their social studies textbook; (2) students so trained showed an increased ability to answer all three types of questions; and (3) there was minimal gain on students' posttest mean score…

Discusses "Cobblestone," a social studies magazine, and "Penny Power," a consumer education publication, in this the second of a two-part article concerning content area periodicals for intermediate grade students. (FL)

This study examines the relationship between the amount of time sixth graders reported spending on homework and their achievement gains on the Iowa Test of Basic Skills (ITBS) between the spring of 1988 and the spring of 1989. Selected for participation were one or two classes in each of 30 public elementary schools in Chicago. Of the 30 schools,…

Studied effectiveness of a cooperative-learning approach designed to foster strategic reading and social studies learning, in three heterogeneous, culturally and linguistically diverse, fourth-grade classrooms. Found that the experimental-group students made greater gains than control-group students in reading comprehension, and equal gains in…

A study investigated the effectiveness of using a particular type of instructional graphic, a "frame," on fourth and fifth graders' ability to learn from reading their social studies textbooks. Six fourth- and six fifth-grade teachers taught social studies using either frames or the instruction suggested in the teacher's edition of the…

A two-part study examined the effectiveness of glossing (writing comments or questions in text to improve comprehension) when students use it in social studies texts in combination with discussions and other activities. Students were divided into two groups, one of which learned glossing while the other engaged in assigned workbook activities.…

This paper investigates the proper length of instruction in various curriculum areas. The 17th century educator, Johann Amos Comenius, believed that a teacher should be careful not to present too much for a child to learn. A review of the research shows that there are no clear and ironclad answers. Some studies have shown that large deficits in…

Examines how much and what kind of reading comprehension instruction is provided in the student textbooks and teachers' editions of five social studies programs at the fourth- and sixth-grade levels. Concludes, among other findings, that direct instruction in skills is rare. (HOD)

Describes a whole-class strategy called Imagine, Elaborate, Predict, and Confirm designed to improve reading comprehension and writing among middle school students. Reviews research and describes modeling, prereading, reading, post reading, and follow-up stages for classroom procedures. Includes sample lessons for science, literature, and social…

Concludes that round robin reading is an accepted and widely used method of teaching science and social studies in the fifth grade in South Dakota, in spite of the fact that administrators and teachers doubt its value. (FL)

To determine whether the addition of study skills in the teaching of social studies would improve the learning of social studies content, a study was conducted comparing two fifth grade classes in social studies for a period of nine weeks. One fifth grade group of 15 students was the control group and the other fifth grade group of 17 was the…

A study was conducted to examine and describe the knowledge and beliefs of elementary school teachers and students regarding the acquisition of reading comprehension skills during reading instruction and the application of those skills during social studies instruction. One teacher and 26 fourth and fifth grade students were observed daily over a…

Describes a study which examined through classroom observations of reading and social studies whether elementary schools provide comprehension instruction. Major findings included the fact that almost no comprehension instruction was found. (MKM)

This guide offers suggestions for an all-school reading program focusing on four areas of instruction: a diagnostic-prescriptive instructional reading program, a content area instructional reading program, a recreational-leisure reading program, and an efficiency-study skills reading program. Techniques for diagnostic-prescriptive reading include…