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The Integration of Reading, Writing, Speaking, and Listening Skills in the Middle School Social Studies Classroom.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Integration of Reading, Writing, Speaking, and Listening Skills in the Middle School Social Studies Classroom./
作者:	Bristow Evans, Marianne.
面頁冊數:	1 online resource (187 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
標題:	Social sciences education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438068971

The Integration of Reading, Writing, Speaking, and Listening Skills in the Middle School Social Studies Classroom.
Bristow Evans, Marianne.

The Integration of Reading, Writing, Speaking, and Listening Skills in the Middle School Social Studies Classroom. - 1 online resource (187 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ph.D.)--Utah State University, 2018.

Includes bibliographical references

The purpose of this feasibility study is to provide evidence of how integrating reading, writing, speaking, and listening skills into eighth-grade social studies instruction facilitates student understanding of content material and ability to write about social studies content. In this within-subjects paired-samples research study, 197 eighth-grade participants received instruction in a social studies content area and in argumentative writing. Data from a criterion-referenced social studies pre and posttest and data from pre and post instruction writing samples were analyzed to evaluate the influence of the integration of literacy tasks in middle school social studies classrooms on content area knowledge acquisition and argumentative writing quality. Analysis of the Criterion Referenced Test (CRT) data using regression analysis showed that there was a statistically significant increase in the students' performance on the CRT after the students engaged in literacy tasks emphasizing reading, writing, speaking, and listening during the social studies instruction. Analysis of the writing rubric scores using Cohen's d showed statistically significant differences exist between the students pre and post essay scores. These results suggest that having students engage in reading, writing, speaking, and listening tasks and in explicit writing instruction and production during a social studies unit facilitates their content knowledge acquisition, improves the overall quality of students' argumentative writing, and more specifically, improves the organization and development of that writing. It is recommended that further research be conducted to determine the best way to group students for collaboration when incorporating reading, writing, speaking, and listening tasks within content area instruction.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438068971Subjects--Topical Terms:

1179940
Social sciences education.
Index Terms--Genre/Form:

554714
Electronic books.

The Integration of Reading, Writing, Speaking, and Listening Skills in the Middle School Social Studies Classroom.
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500 $a Adviser: Sylvia Read.
502 $a Thesis (Ph.D.)--Utah State University, 2018.
504 $a Includes bibliographical references
520 $a The purpose of this feasibility study is to provide evidence of how integrating reading, writing, speaking, and listening skills into eighth-grade social studies instruction facilitates student understanding of content material and ability to write about social studies content. In this within-subjects paired-samples research study, 197 eighth-grade participants received instruction in a social studies content area and in argumentative writing. Data from a criterion-referenced social studies pre and posttest and data from pre and post instruction writing samples were analyzed to evaluate the influence of the integration of literacy tasks in middle school social studies classrooms on content area knowledge acquisition and argumentative writing quality. Analysis of the Criterion Referenced Test (CRT) data using regression analysis showed that there was a statistically significant increase in the students' performance on the CRT after the students engaged in literacy tasks emphasizing reading, writing, speaking, and listening during the social studies instruction. Analysis of the writing rubric scores using Cohen's d showed statistically significant differences exist between the students pre and post essay scores. These results suggest that having students engage in reading, writing, speaking, and listening tasks and in explicit writing instruction and production during a social studies unit facilitates their content knowledge acquisition, improves the overall quality of students' argumentative writing, and more specifically, improves the organization and development of that writing. It is recommended that further research be conducted to determine the best way to group students for collaboration when incorporating reading, writing, speaking, and listening tasks within content area instruction.
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