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Examining vocabulary, reading comprehension, and content knowledge instruction during fourth grade social studies teaching

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Abstract

Teaching vocabulary and reading comprehension during social studies instruction is critical for reading development and the acquisition of content knowledge. This study systematically investigated how elementary teachers integrate vocabulary and reading comprehension instruction during social studies teaching, as well as the extent to which this instruction aligned with evidence-based practices. Thirty-three fourth grade teachers from 12 schools across three school districts recorded their social studies instruction for a total of 2429 min. Findings revealed that two-thirds of social studies instructional time integrated practices for develo** vocabulary and reading comprehension. Yet, the approaches for teaching comprehension and methods for instructional delivery (e.g., explicit instruction, high-quality feedback) teachers used infrequently aligned with those identified as effective in previous research. We present opportunities for improving content-area instruction and future research.

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Acknowledgements

This research was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150407 to The University of Texas at Austin. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

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Author notes

  1. Elizabeth A. Stevens

    Present address: Department of Learning Sciences, Georgia State University, Atlanta, USA

  2. Alicia A. Stewart

    Present address: Department of Special Education and Interventions, Central Connecticut State University, New Britain, USA

Authors and Affiliations

  1. Meadows Center for Preventing Educational Risk, College of Education SZB 228, The University of Texas at Austin, 1912 Speedway, D4900, Austin, TX, 78712-1284, USA

    Philip Capin, Elizabeth A. Stevens, Alicia A. Stewart, Elizabeth Swanson & Sharon Vaughn

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Capin, P., Stevens, E.A., Stewart, A.A. et al. Examining vocabulary, reading comprehension, and content knowledge instruction during fourth grade social studies teaching. Read Writ 34, 1143–1170 (2021). https://doi.org/10.1007/s11145-020-10106-5

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