Professional Documents
Culture Documents
through interactions between text and reader (Reutzel & Cooter, 2012, p. 259) may seem like an
incorporate reading comprehension instruction into daily language arts activities and lessons, a
disparity in the role, frequency, and use of reading comprehension emerges within secondary
content areas such as social studies (Ness, 2009). While many reports show that numerous
teachers develop negative and apathetic attitudes towards its inclusion in instruction, curriculum,
and activities (Brown, 2007; McCulley & Osman, 2015; Ness, 2009; Tejero Hughes & Parker-
(Massey & Heafner, 2004; McCulley & Osman, 2015; Ness, 2009; Swanson, Wanzek, Vaughn,
Roberts, & Fall, 2015; Tejero Hughes & Parker-Katz, 2013). Therefore, secondary social studies
teachers must reflect and evaluate how proper structure, modeling, instruction, and integration of
various reading comprehension concepts, skills, and strategies can potentially increase student
Purpose
While reading comprehension is an essential skill that is introduced and fostered within
early grades and supported throughout middle and secondary language arts curriculums, it is not
consistently promoted within secondary content area classrooms such as social studies. This
research will focus on the role of reading comprehension within social studies. The following
questions will be posed to further this research: How often do secondary social studies teachers
utilize and develop comprehension strategies within the classroom? What prevailing attitudes do
READING COMPREHENSION IN SECONDARY SOCIAL STUDIES 3
these educators have toward teaching comprehension? What are some effective activities and
methods through which reading comprehension can be promoted within social studies?
There are two main methodological approaches that will be utilized in answering these
questions. First, this research will examine empirical and non-empirical articles, journals, and
case studies. These resources may provide relevant and valuable information and statistics
studies content. Further, this information may yield suggested activities, pedagogy, skills, and
observational case study will be conducted in a local high school civics class through the
Franciscan University Field Experience program. This research may generate similar information
and data as the empirical and non-empirical articles. However, these firsthand encounters and
I hypothesize that this research will reveal that reading comprehension is widely
neglected or absent within secondary social studies classrooms; the frequency of instruction will
be low or nonexistent. Educators are likely pressed for time and worried about presenting content
rather than comprehension skills and strategies. I predict that these factors will translate into a
general apathy and perhaps pessimism. However, I believe that effective, meaningful activities
and techniques exist that can be easily integrated into social studies content. I postulate that their
Review of Literature
Massey and Heafner (2004) identify a discord between promoting reading comprehension
and teaching social studies content; they suggest that many middle school educators believe it is
READING COMPREHENSION IN SECONDARY SOCIAL STUDIES 4
their sole responsibility to provide social studies content, not reading instruction. However,
Massey and Heafner counter argue that reading comprehension is a vital skill through which
students develop historical understanding skills- the ability to evaluate, analyze, and synthesize
historical evidence (p. 28). Therefore, using their own personal experiences, the authors suggest
six reader strategies and corresponding teaching techniques through which reading
comprehension can be fostered and promoted. These strategies and techniques are subdivided
into three categories: pre-reading, during reading, and post reading. Each are designed to help
students make connections to their own background knowledge; demonstrate the purposes and
structures of a variety of social studies text including primary and secondary sources, textbooks,
and fictional works; keep information and content organized while making connections to other
topics and texts; and monitor comprehension through questions, discussions, and the production
of meaningful artifacts.
This article is well written, carefully organized, and reader friendly; it clearly and
concisely outlines the suggested reader strategies, teaching techniques, and corresponding
rationale for their use. In order to add consistency and show the diversity of reading
comprehension within social studies, the authors use one main theme (the American Revolution)
to demonstrate pre-reading, during reading, and post reading applications for individual lessons
or whole units. While this article is an excellent source for individual and group reading
comprehension activities, it lacks concrete, quantitative evidence to support its claims; the
authors did not provide statistical results that these strategies and techniques enhanced reading
comprehension and overall learning. It would be beneficial to experiment with these strategies
and techniques in a scientific, systematic manner in order to gain a better understanding of their
impact and resourcefulness. Overall, this article discusses a valid educational concern while
READING COMPREHENSION IN SECONDARY SOCIAL STUDIES 5
providing useful tips and applications towards remedying the situation within ones own
classroom.
Ness (2009) conducted an incredibly interesting case study that focused on reading
comprehension within middle and high school social studies and science classrooms. This
studys specific goal was to identify the frequency of reading comprehension instruction and to
explore teachers perceptions of and beliefs about its role in content area classrooms (p. 143).
The author began by discussing and defining the National Reading Panels (NRPs) eight reading
comprehension pedagogy in the specified settings. Eight teachers representing both middle and
high school social studies and science content areas were chosen from a rural school. For phase
one of this study, these educators were observed for thirty minutes at a time for a total of five
hours. During observation, the educators were instructed to conduct class as they normally would
while the researcher quietly made notes, observations, and recordings. For phase two, the
teachers participated in an hour long interview in which they discussed what reading
comprehension was and entailed in addition to their personal views and uses of it. The articles
comprehension instruction occurred (p. 152) Furthermore, phase one revealed that instruction
occurred in middle school more often than high school and in social studies more often than
science. When this instruction did take place, it incorporated only three of the eight NRP reading
comprehension strategies. Phase two concluded that teachers did not implement these strategies
due to the following reasons: a focus on content and test preparation; belief that it was not a part
of their job duties as a content teacher; and a lack of knowledge, training, and experience with
chosen, the settings in which the observations took place, the duration and frequency of each
observation, the coding system and processes used to gather data, and the methodology used to
analyze the results. While explaining these components, the author provides thoughtful rationale
supporting her reasoning behind each decision. One can tell that she strived to make the case
study objective and thorough. However, as the author herself stated, this case study is far from
finished. For instance, this study narrows in on a fairly specific experimental group. The
experiment needs to be replicated on a broader scale in which teachers from all backgrounds and
contexts are observed. I believe the author should include intervention specialists. One should
observe the frequency and methods of and reaction to reading comprehension instruction in
inclusion and resource classrooms. The frequency and attitudes may be quite different than other
settings. The author also suggests areas for further research. For example, one may ask whether
the students knowledge and achievement rates will increase and improve if one integrates more
reading comprehension strategies into content area classes. Overall, this article provides useful
qualitative and quantitative data that can be used to gain a better understanding of the occurrence
Tejero and Parker-Katz (2013) argue that content area educators must become familiar
with and use reading instruction and strategies to increase student comprehension, learning, and
overall achievement. This publication supports the widely agreed upon notion that general
education social studies courses lack reading comprehension instruction due to time constraints,
a primary focus on content, teacher apathy, and a lack of proper pedagogical preparation and
development. The authors state that the purpose of this present work is to provide examples,
resources, and tips for incorporating reading comprehension instruction, strategies, and skills into
READING COMPREHENSION IN SECONDARY SOCIAL STUDIES 7
everyday social studies curriculum. The authors acknowledge that this integration will benefit all
students; however, they continue, Students with LD [learning disabilities] are provided with
support to access text even when the special education teacher is not present in the classroom to
provide individualized assistance (p. 93). The articles resources, tips, and evidence-based
strategies are divided into convenient sections: prior to reading and engaged in the reading
process and post reading. These sections describe various reading comprehension pedagogies
through scenarios and examples of usage; the authors discuss the following reading
comprehension instructional methods and strategies: anticipation guides, LINK, reading keys
stop and process self monitoring, and question generation. At the close of the article, the
authors maintain that integrating these activities and strategies will increase learning for all
students, especially those with LD. The authors conclude by suggesting educators remain aware
of three criteria for the success of strategy instruction: teacher commitment to learn a range of
strategies, how well teachers can model their own strategic thinking and use of the strategies, and
how well students are convinced strategies are useful (p. 103).
This article provided a well-written rationale as to why students with LD can benefit from
increased reading comprehension instruction in content area classrooms such as social studies.
This rationale was cleanly organized and presented throughout the article but two sections-
characteristics of students with learning disabilities and instruction in content area classrooms-
are worthy of note. The former explained why students with LD might struggle with social
studies content and nonfiction/expository text. The latter detailed the current methods,
approaches, insights, and possible difficulties in social studies. Both of these are relevant to the
present action research project. In addition, this article provides two incredibly useful charts. One
READING COMPREHENSION IN SECONDARY SOCIAL STUDIES 8
outlines four of the discussed strategies while the other is a guide for integrating comprehension
instruction into content area classrooms. The latter offers characteristics of expository text and
reflective questions for educators to consider when lesson planning. Both of these charts will be
included in this action research. This article is not perfect. The authors could include more
quantitative evidence to support their findings. While they use evidence-based strategies to
support their point, they do not discuss or evaluate the evidence. It would be beneficial to
conduct or include an objective case study or experiment through which student test scores and
learning can be quantifiably measured. In this way, the authors may solidify their argument that
the integration of reading comprehension instruction in social studies enhances learning. Overall,
this article is a useful rationale and resource through which one can study effective strategies and
activities.
Does reading instruction have a positive impact on learning and comprehension within
social studies classrooms? Which instructional methods are useful and beneficial for increased
student success? McCulley and Osman (2015) created a study examining the identifiable
deficiency between reading comprehension instruction, content instruction, and overall student
learning. The authors, in solidarity with so many others, argue that reading instruction is
sacrificed in content area classrooms as a result of an emphasis on content rather than reading
pedagogy; an inaccessibility of content from textbooks and primary sources due to advanced
reading levels and text elements; a reliance on lectures and empty reading tasks; a belief that
reading instruction is a wasteful use of time and effort; and an absence or improper
implementation of training or support in a teachers own educational career and coursework. The
authors state, The purpose of this synthesis is to extend the findings of previous syntheses and
report both descriptive data and quantitative effects of literacy interventions provided within
READING COMPREHENSION IN SECONDARY SOCIAL STUDIES 9
general education middle and high school social studies instruction on reading comprehension
and/or content learning (p. 185). In other words, this article is a compilation of previously
conducted quantifiable experiments and research; the authors want to examine these in order to
evaluate the effect of reading instruction on both reading comprehension and content knowledge
acquisition. The authors reviewed nearly two hundred and fifty articles; they selected eight that
fit their criteria and another four were discovered after sifting through references. These studies
examined the following reading instructions and activities: strategy-monitoring sheets, K-W-L
strategy, SQ3R (survey, question, read, recite, and review) strategy, hierarchical summary, CBI
(concept-based instruction), partner reading and activities, computerized study guides, MRT
(modified reciprocal teaching), RLH (Reading Like a Historian) curriculum, and direct text-
focused and reading skill instruction. The findings indicated, Implementing reading instruction
in general education social studies classes was associated with improved social studies learning
outcomes and reading outcomes (p. 191). The authors provided brief rationales as to why and
how each strategy benefits and aids the student in reading comprehension and learning outcomes.
This article was thorough and well organized. Each section logically progressed and
flowed into the next. One could easily see the authors thought process, purpose, and ultimate
goal. This article is useful in that it does a great deal of legwork; it conveniently compiles a
group of empirical, quantitative research and evidence supporting the inclusion of reading
comprehension instruction and activities in general education social studies classrooms. The
selected studies are systematically explained and include the use of treatment and comparison
(control) groups to add validity and reliability; the instructional method, reasoning, experiment,
and outcomes are presented. The authors include two extremely valuable tables summarizing
important information from these selected studies. One chart details the frequency and duration
READING COMPREHENSION IN SECONDARY SOCIAL STUDIES 10
of reading instruction and includes the reading material used; the other summarizes the type of
instruction or activity, the outcome measured, how it was measured, and the findings. The
authors recognize that limitations exist within the findings and state, more rigorous quantitative
research is needed to further understand the causal effects of literacy practices in social studies
settings (p. 183). While the article is well written, there are sections with which the average
reader will struggle. For instance, the methodology and codifying parts use large amounts of
technical jargon, research specific terminology, and formulas. This information is necessary but
without a more detailed explanation, it is not beneficial. Further, the official scores and results of
each study are not meaningful to the average reader. One understands that reading instruction
improved the test scores of the treatment groups, who outperformed the comparison group.
However, the quantified evidence itself carries little meaning without a subsequent explanation.
Overall, this article is an excellent resource that summarizes a disparity in social studies
curriculum, steps for remedying the problem, and evidence to support their implementation.
Methodology
While the majority of the research for this study comes from empirical and non-empirical
articles, the present methodology also includes an observational case study conducted through
Franciscan Universitys Field Experience program. The following is a description of the program
[It] is a field-based experience for students to begin to address the competencies of the
with the opportunity to study and become directly involved with curriculum materials and
READING COMPREHENSION IN SECONDARY SOCIAL STUDIES 11
technology, diagnostic and prescriptive procedures, and methods of instruction that are
developmentally appropriate for the licensure area sought, and to ensure increased
Each student enrolled in this program is placed within a local school according to his or her
licensure. Over the course of one semester, the student is required to complete 60 hours of
observation and interactive experience including the writing, planning, and instruction of two
lesson plans. These hours are divided into two visits per week over the course of 10 weeks. In
other words, students spend an average of three hours in the classroom two times per week for 10
weeks.
school. Within the timeframe of my visits, my cooperating teacher taught one intervention civics
and two intervention language arts courses and had his planning period. Each high school student
within these classrooms had an individual education program or IEP; the class as a whole
received modified instruction and assignments according to Ohios curriculum and the Common
Core standards. Within 60 hours of observation and experience, an average of 1,000 minutes
(approximately 17 hours) was spent within the civics classroom; the remaining time was
The observed civics periods were analyzed to determine the frequency and amount of and
response to explicit reading comprehension skills and strategies instruction. This information
was collected through note taking and personal reflection of the field experience program. This
methodology will aid this research as a comparative artifact; the findings will either support or
READING COMPREHENSION IN SECONDARY SOCIAL STUDIES 12
diverge from the claims and conclusions of the selected literature.
Findings
The findings presented are compiled from the referenced literature and the observational
case study. The findings will be organized into three parts, each addressing one of the proposed
questions: How often do secondary social studies teachers utilize and develop comprehension
strategies within the classroom? What prevailing attitudes do these educators have toward
teaching comprehension? What are some effective activities and methods through which reading
Ness (2009) conducted a case study examining reading comprehension within both
secondary social studies and science settings. One major goal of the study was to examine the
classroom instruction (Ness, 2009, p.146). The participants for this research included four
middle school and four high school instructors; each grade band contained two social studies and
two science representatives (Ness, 2009). The ultimate findings concluded, In 2,400 minutes of
Figure 1 depicts the total time committed to reading comprehension instruction in comparison to
However, this pie chart represents reading comprehension across both the social studies
and science disciplines. In order to analyze the frequency of reading comprehension instruction
within social studies alone, one needs to examine the individual results of each observational
setting. Table 1 summarizes these findings according to the number of minutes each teacher
provides an explanation of the code used to represent the variety of non-comprehension and
The highlighted columns in Table 1 indicate the middle and high school socials studies
teachers. By using the code system, one can see that only Teacher 4, one of the middle school
social studies teachers, incorporated reading comprehension instruction into her classroom. In
READING COMPREHENSION IN SECONDARY SOCIAL STUDIES 14
the 300 minutes of observation conducted, Teacher 4 dedicated only 60 minutes or 20% of her
time to direct reading comprehension instruction (Ness, 2009). Within the 1,200 minutes of
observation conducted in all the social studies settings, explicit reading comprehension
constituted a mere 5% of instruction (Ness, 2009). Overall, these findings imply a relative
Experience program, a total of 1,000 minutes was spent within a secondary social studies setting.
The majority of that time was spent on non-comprehension instruction and activities such as
PowerPoint presentations, note taking, and review games. When taking notes in the typical class
period, students copied bolded or highlighted text directly from the PowerPoint onto pre-made
note sheets. However, at the request of the school administration, my cooperating teacher
implemented Cornell Notes, which encourages students to analyze, question, distinguish key
terms and concepts, and summarize. He took away the bolded and highlighted text on the
presentation and explained to his students the setup, process, and reasoning behind the Cornell
Notes method. This lesson comprised 50 minutes of explicit reading comprehension instruction
within the total 1,000 minutes spent observing the social studies setting. Thus, this study, in
solidarity with Ness (2009), produced a 5% rate or occurrence of explicit reading comprehension
instruction within secondary social studies (J. Leasure, personal communication, September 9,
Reading
Comprehension
Instruction
5% (50 min)
Non-Reading
Comprehension
Instruction
95% (950 min)
After conducting their own studies or analyzing existing findings, many researchers
READING COMPREHENSION IN SECONDARY SOCIAL STUDIES 16
suggest numerous reasons for this general absence of reading comprehension instruction within
secondary social studies (McCulley & Osman, 2015; Ness, 2009; Tejero Hughes & Parker-Katz,
2013). Research indicates that secondary social studies educators focus more on content
knowledge transmission and acquisition than reading comprehension pedagogy (McCulley &
Osman, 2015; Ness, 2009; Tejero Hughes & Parker-Katz, 2013). It is argued that broad,
extensive content standards and rigorous state standardized testing contribute to a pessimism or
indifference toward reading comprehension instruction (McCulley & Osman, 2015; Ness, 2009).
These factors push secondary social studies educators to consider themselves content experts or
specialists, whose primary instructional responsibility is to cover the standards not reading
comprehension strategies and skills (McCulley & Osman, 2015; Ness, 2009). In the interview
portion of Ness (2009), Teacher 8, one of the high school social studies participants, stated,
Content area teachers don't have time to teach students how to read. We have to get them to get
the content. As long as they can read and answer the questions on the SOL test [Standards of
Learning test for Virginia], I don't worry about reading (p. 157).
Moreover, research implies that many secondary social studies instructors lack the
instruction within their classrooms (McCulley & Osman, 2015; Ness, 2009; Tejero Hughes &
Parker-Katz, 2013). It is suggested that secondary social studies undergraduate programs provide
study, and discussion (McCulley & Osman, 2015; Tejero Hughes & Parker-Katz, 2013). The
interview portion of Ness (2009) supported this point; one of the middle school educators
offered, My students have to be able to read. However, I'm not qualified to teach them how to
read. In my training, I didn't learn to teach children to read. I never felt comfortable working with
READING COMPREHENSION IN SECONDARY SOCIAL STUDIES 17
reading" (p. 157). McCulley and Osman (2015) added that the minimal reading comprehension
theory and pedagogy introduced in pre-service programs might be deemed an inefficient means
to teach content knowledge once the candidates become practicing teachers (p. 184). Tejero
Hughes and Parker-Katz (2013) continued that this exclusion might result from a belief that
[reading comprehension] strategies may not appear to align with the tenets and structures of
Finally, research indicates that complex text features, structures, and reading level
(McCulley & Osman, 2015). Jones (1988) reported that in social studies, approximately up to
95 percent of content comes directly from textbooks (as cited in Tejero Hughes & Parker-Katz,
2013, p. 94). While many teachers rely on this source, Tejero Hughes and Parker-Katz (2013)
noted that students struggle to learn from textbooks as a result of above-grade level readability,
new text structure and organization, poor background knowledge, and dense technical jargon and
academic language. Although it contains a special emphasis on intervention and success for
English Language Learners, Brown (2007), in agreement with Tejero Hughes and Parker Katz
(2013), suggested that syntax, readability, vocabulary, and complicated contextual clues cloud a
students comprehension of textbooks. This issue is further aggravated when students are
required to examine and utilize a variety of primary sources that feature archaic language,
syntax, and writing style (Massey & Heafner, 2004). With the demanding, inaccessible nature of
both textbooks and primary sources in mind, McCulley and Osman (2015) proposed, many
secondary social studies teachers may rely on lecture and avoid regular use of text, or simply
assign reading tasks to students with little regard for students abilities to comprehend it (p.
184). Thus, secondary social studies educators may avoid challenging text and explicit
READING COMPREHENSION IN SECONDARY SOCIAL STUDIES 18
instruction of reading comprehension in favor of non-comprehension strategies that aid in
presenting content knowledge and covering standards (McCulley & Osman, 2015).
Although a formal, extensive interview was not conducted in my own study through
comprehension instruction and Cornell Notes were observed. The cooperating teacher was
clearly reluctant to introduce the new note-taking method because his students were comfortable
with the current routine and procedure (J. Leasure, personal communication, September 9, 2015).
Furthermore, he remarked that the methodology seemed tedious, redundant, and meaningless to
presenting a PowerPoint while the students copied bolded terms and concepts (J. Leasure,
personal communication, September 9, 2015). In this instance, these observations supported the
empirical and non-empirical articles conclusions that secondary social studies teachers shy away
from reading comprehension instruction in order to focus on content knowledge and standards (J.
negativity or indifference towards its inclusion exists within secondary social studies, researchers
outline several methods, activities, strategies, and skills that can benefit comprehension and
overall student learning (Massey & Heafner, 2004; McCulley & Osman, 2015; Swanson,
Wanzek, Vaughn, Roberts, & Fall, 2015; Tejero Hughes & Parker-Katz, 2013).
For instance, Massey and Heafner (2004) summarized the Scaffolded Reading
Experience (SRE) framework, in which teachers scaffold, model, and practice reading
helped to establish six reading strategies for students with related teacher methodologies
designed to support their instruction and incorporation (Massey & Heafner, 2004). Table 3
condenses these suggested reading strategies according to pre-reading, during reading, and post
reading categories. Table 3 also includes the teaching technique associated with each skill.
Swanson, Wanzek, Vaughn, Roberts, and Fall (2015) conducted a study to determine the
effect of explicit reading comprehension instruction on the learning outcomes of middle school
students with disabilities. The following experiment used the Promoting Acceleration of
Comprehension and Content Through Text (PACT) intervention which centers on improving
comprehension through text reading, connecting new text-based learning to prior learning, and
(Swanson, et al., 2015, p. 427). The following reading comprehension activities associated with
PACT intervention were used within this study: comprehension canopy, essential words, warm-
up, knowledge acquisition, and team-based learning including comprehension checks and
knowledge application (Swanson et al., 2015). Ultimately, the findings indicated, Students with
disabilities who participated in general education social studies instruction implemented using
PACT practices demonstrated significantly higher content knowledge than students with
(Swanson et al., 2015, p. 439). Thus, reading comprehension instruction within social studies
After reviewing 239 article abstracts, McCulley and Osman (2015) selected 12 existing
studies that focused on determining the efficacy of reading comprehension instruction in social
studies. Six studies examined the effect of utilizing reading comprehension strategies within
social studies instruction on content knowledge acquisition; four studies surveyed the effect on
reading comprehension outcomes; and two studies measured the impact on both content
acquisition and reading comprehension (McCulley & Osman, 2015). In all 12 studies,
information and data gathered from observation, assessments, carefully designed activities, or
comparison groups determined that students using reading comprehension strategies and skills
increased their content knowledge, reading comprehension, or both content knowledge and
reading comprehension (McCulley & Osman, 2015). Thus, reading comprehension instruction
had a positive impact on student learning within social studies (McCulley & Osman, 2015). The
Learned) Strategy, SQ3R (survey, question, read, recite, review) Strategy, hierarchical summary
reciprocal teaching (MRT), Reading Like a Historian (RLH) curriculum, and adapted team-based
Finally, Tejero Hughes and Parker-Katz (2013) asserted that teachers must be prepared to
differentiate instruction, meet the needs of every learner, present content, and teach students how
to learn. Therefore, in order to assist teachers that lack knowledge or feel ill equipped and
unprepared to integrate reading comprehension instruction with content area curriculum, Tejero
Hughes and Parker-Katz (2013) suggested multiple strategies and activities commonly used by
experienced secondary social studies teachers. Figure 3 (found in Appendix A) summarizes four
main instructional activities and approaches used to teach reading comprehension within social
studies courses; it briefly explains the purpose and essential information of each (Tejero Hughes
& Parker-Katz, 2013). Tejero and Parker Katz (2013) categorize each according to its place in
pre-reading or during and after reading instruction. In addition to text-structure discussions, the
anticipation guides can be utilized as pre-reading comprehension activities (Tejero Hughes &
Parker-Katz, 2013). During reading and after reading comprehension strategies and lessons
include stop and process strategies, question generation, reading guides, LINK (list, inquire,
note, and know), interactive readings key bookmark, and pyramid diagrams (Tejero Hughes &
Parker-Katz, 2013). Tejero Hughes and Parker-Katz (2013) also provided Figure 4 (found in
Appendix B), which is designed to aid teachers in differentiating instruction and continuing
professional growth and development. Tejero Hughes and Parker-Katz (2013) further explained
expository text: learning text features and learning text structures. We offer questions
READING COMPREHENSION IN SECONDARY SOCIAL STUDIES 22
teachers might ask themselves as they plan their instruction and questions they might ask
themselves while they teach students about particular expository text elements (p. 96-97).
Recommendations
instruction within secondary social studies courses. It is the suggestion of this research that a
more detailed review and analysis of the presented findings and literature occur. The selected
articles and references provide more useful information, tips, strategies, and insight into reading
comprehension instruction within social studies than was utilized for this research; one may read
the selected works to further his or her knowledge or pedagogy, personally check for validity, or
It is also the suggestion of this research that one examines additional articles, journals,
experiments, and case studies. This research is not an exhaustive compilation of all the published
studies and theories. One may wish to examine different viewpoints, findings, and conclusions. It
is recommended that one surveys and studies the references cited and used in the selected articles
in addition to searching for new literature. While this present research introduced the topic, more
instruction within secondary social studies. By conducting further research, one may gain better
insight into the types of reading comprehension strategies, skills, and modeling that exist and
their respective impact and effect on student content knowledge acquisition and learning
outcomes.
Moreover, the observational case study conducted through the Franciscan University
READING COMPREHENSION IN SECONDARY SOCIAL STUDIES 23
Field Experience program had limitations. First, the case study lacked an extensive look at
reading comprehension instruction within social studies; it only considered one instructional
setting. This research may benefit from a larger experimental sample including a variety of social
studies courses, multiple grade levels within the secondary grade bands, and different types of
schools such as rural, suburban, urban, public, and private. Second, this methodology lacked a
formal, detailed interview to establish the cooperating teachers attitudes and reactions toward
the inclusion of reading comprehension instruction. While notes were gathered regarding these
Interviews should be an integral part of observational case studies or experiments. Finally, the
evaluation of the impact of the Cornell Notes implementation. It is proposed that future research
consider the overall influence and effect of reading comprehension instruction on student
In conclusion, it is the ultimate suggestion of this research to continue the study of the
frequency, role, and efficacy of reading comprehension instruction within secondary social
studies. By following the above advice, educators may further their knowledge, pedagogical
understanding, and professional development. All secondary social studies teachers should
strategies, and modeling and their effects on student learning. Thereby, instruction may be
Brown, C. L. (2007). Strategies for making social studies texts more comprehensible for English
Massey, D. D., & Heafner, T. L. (2004). Promoting reading comprehension in social studies.
McCulley, L. V., & Osman, D. J. (2015). Effects of reading instruction on learning outcomes in
39(4), 183-195.
Reutzel, D., & Cooter, R. (2012). Teaching children to read: The teacher makes the difference
Swanson, E., Wanzek, J., Vaughn, S., Roberts, G., & Fall, A. (2015). Improving reading
comprehension and social studies knowledge among middle school students with
Tejero Hughes, M., & Parker-Katz, M. (2013). Integrating comprehension strategies into social
Figure 4 Structure and Features of Expository Text by Tejero Hughes and Parker-Katz (2013)