Graduate Project Title
A U.S. History Model for Enhancing Essential Academic Learning Requirements in Reading
Document Type
Graduate Project
Date of Degree Completion
Winter 2002
Degree Name
Master of Education (MEd)
Department
Education
Committee Chair
Leland Chapman
Second Committee Member
Gary Shelly
Third Committee Member
Jack L. McPherson
Abstract
The relationship between reading strategies that enhance essential learning in both · reading and history was studied. A U.S. History model has been developed to make connections between the teaching of history content and reading comprehension. Research has been obtained that indicates a direct correlation between student learning in a content area classroom and the integration ofreading strategies within daily lesson plans. Secondary teachers must be taught by teacher preparation programs and coached by administrators on how to develop lesson plans based on their students' need to use effective reading strategies. Secondary teachers must align their daily lessons and assessments with the state's essential learnings in both their content area and in reading to ensure student success.
Recommended Citation
Jorgensen, Christopher Matthew, "A U.S. History Model for Enhancing Essential Academic Learning Requirements in Reading" (2002). All Graduate Projects. 766.
https://digitalcommons.cwu.edu/graduate_projects/766
Included in
Curriculum and Instruction Commons, Secondary Education Commons, United States History Commons