LITERATURE REVIEW-DOMAIN A 1

Literature Review - Domain A:

“CCSS Primary Sources for Secondary Social Studies”
Katelynn Estrada
National University
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Abstract

One of the biggest challenges social studies teachers face is helping their students learn content

through interaction with primary and secondary sources. Social studies are a discipline that

requires students to be able to interpret complex text and make conclusions based on their

analysis of sources. through a variety of sources spanning centuries. Additionally, while teaching

this skill, social studies teachers must also ensure students are improving their reading

comprehension. This literature review explores the research-based practices that are designed to

provide instruction to improve reading a comprehension of text. The article reviewed focuses on

specific strategies and examples based on research that help improve student comprehension.
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Literature Review-Domain A

One of the biggest challenges in teaching is helping students develop their ability to read and

comprehend primary and secondary sources in social studies classes. In “Applying Research in

Reading Comprehension to Social Studies Instruction for Middle and High School Students”,

Elizabeth Swanson and Jeanne Wanzek explore various strategies for improving student literacy.

The authors explain the significance of improving social studies literacy “Ultimately, providing

literacy instruction within content areas such as social studies can increase students’ general

reading comprehension achievement as well as their knowledge acquisition in the content area.”

(Swanson, et. al.,2013, p.1). To combat these challenges, it is critical to incorporate purposeful

instructional strategies.

The challenges of social studies literacy include determining text meaning and evaluating

evidence while also learning standards-based content. An additional challenge in literacy

instruction is “Students who struggle with comprehension of text in the upper grades often have

deficits in vocabulary or background knowledge, inference ability, word reading, or

comprehension strategy use.” (Swanson, et. al.,2013, p.1). To combat this, the authors

recommend providing explicit vocabulary instruction, teaching reading comprehension

strategies, providing opportunities for student discussion of text and lastly improving student

motivation and engagement during literacy activity.

The authors described a “Comprehension Canopy” which includes various elements to

encourage student motivation in reading. This includes accessing and building background

knowledge by and using visual based information. Additionally, the authors describe the
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effectiveness of having a “Essential Words Routines”. As described by Swanson and Wanzek,

“Essential Words, provide instruction in key concepts to support content mastery.” (Swanson, et.

al.,2013, p.3). One component of this strategy is to introduce specific content vocabulary on Day

1 of the unit and then reinforce and review this vocabulary on subsequent days. When

introducing the Essential Words, teachers should introduce the unit vocabulary by providing the

word, a definition, with a visual illustration. The authors also describe the importance of reading

the words in context. Increasing comprehension of Essential Words also requires review.

Students can review essential words during subsequent days during warmup and through in class

discussions.

Authors Swanson and Wanzek also endorse the idea of team-based learning as a way to

improve content knowledge in adolescent readers. Placing students in heterogenous groups may

allow students to interact with peers who can help them grasp content. Additionally, TBL

activities may provide students with the opportunity to get more immediate teacher feedback. A

part of this TBL strategy is the teacher carefully assessing individual students within their TBL

team and reteaching material if necessary. Additionally, within a TBL team, students may be

required to analyze and synthesize text in order to apply their learning in a specific product. For

example, students may be asked to complete a writing assignment from a particular historical

perspective using textual evidence to support their writing.

A key component of college and career readiness is for students to have strong literacy

skills. In order to achieve this skill, students must be exposed to a variety of complex texts.

Social studies are a discipline where content acquisition and literacy skills go hand-in-hand.

Providing students with opportunities to examine text through the inclusion of strategic
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questioning, vocabulary acquisition and extended discussion can both help students learn content

while also improving their all-around literacy skills.

References:

Swanson, Elizabeth & Wanzek, Jeanne. (2013). Applying Research in Reading Comprehension
to Social Studies Instruction for Middle and High School Students. Hammill Institute on
Disabilities. Pages 42-27.