Relationships between adolescent students’ reading skills, historical content knowledge and historical reasoning ability
The ability to apply various reading skills is an important prerequisite to comprehend expository texts commonly found in history textbooks, but it is unclear which specific skills contribute to students’ historical content knowledge and historical reasoning abilities. This study used a digital lear...
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| Published in | History education research journal. Vol. 19; no. 1 |
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| Main Authors | , , , , |
| Format | Journal Article |
| Language | English |
| Published |
24.02.2022
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| Online Access | Get full text |
| ISSN | 2631-9713 2631-9713 |
| DOI | 10.14324/HERJ.19.1.02 |
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| Abstract | The ability to apply various reading skills is an important prerequisite to comprehend expository texts commonly found in history textbooks, but it is unclear which specific skills contribute to students’ historical content knowledge and historical reasoning abilities. This study used a digital learning environment (DLE) to measure and support lower secondary students’ subject-specific reading skills, and explored the relationships with students’ historical content knowledge and historical reasoning ability. Results showed that subject-specific reading skills, such as explaining historical events, correlated significantly with both historical content knowledge and historical reasoning ability, but not all skills were significant predictors. These findings indicate that to promote the advanced practice of historical reasoning, history teachers should pay attention to students’ reading comprehension skills. |
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| AbstractList | The ability to apply various reading skills is an important prerequisite to comprehend expository texts commonly found in history textbooks, but it is unclear which specific skills contribute to students’ historical content knowledge and historical reasoning abilities. This study used a digital learning environment (DLE) to measure and support lower secondary students’ subject-specific reading skills, and explored the relationships with students’ historical content knowledge and historical reasoning ability. Results showed that subject-specific reading skills, such as explaining historical events, correlated significantly with both historical content knowledge and historical reasoning ability, but not all skills were significant predictors. These findings indicate that to promote the advanced practice of historical reasoning, history teachers should pay attention to students’ reading comprehension skills. |
| Author | Opdenakker, Marie-Christine Huijgen, Tim Strijbos, Jan-Willem ter Beek, Marlies Deunk, Marjolein I. |
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| Cites_doi | 10.1207/s1532690xci0102_1 10.1177/1086296X17746446 10.1207/s15326985ep4102_1 10.1002/berj.3471 10.1598/JAAL.52.2.1 10.1037/0022-0663.99.3.492 10.1177/001316446002000104 10.1016/j.chb.2019.03.025 10.1097/TLD.0b013e318245618e 10.1016/j.cedpsych.2010.03.001 10.1080/10862960802070483 10.1080/15391523.2007.10782501 10.1002/jaal.410 10.2307/1593593 10.1016/j.stueduc.2019.07.003 10.1111/jcal.12260 10.1080/19345747.2014.906011 10.1016/j.edurev.2012.05.002 10.1016/j.compedu.2009.08.006 10.1080/00933104.2012.705183 10.1080/00220272.2018.1435724 10.1002/rrq.039 10.17763/haer.78.1.v62444321p602101 10.1016/j.edurev.2020.100336 10.1111/j.1365-2729.2011.00476.x 10.1080/00220272.2014.904444 10.1007/s10648-007-9056-1 10.1146/annurev.psych.58.110405.085530 10.2190/H22P-7718-81G5-0723 10.1111/j.1467-873X.2011.00547.x 10.1207/s15548430jlr3602_2 10.1080/10573569.2018.1510795 10.1080/07370008.2011.634081 10.1080/00461520.2016.1168741 10.3102/0013189X032008010 10.7208/chicago/9780226357355.001.0001 10.1007/BF02288391 10.1177/1086296X11424071 10.1598/RRQ.44.3.1 10.1207/s15516709cog2203_3 10.1002/9781119100812.ch6 10.3102/00028312028003495 10.17763/0017-8055.85.4.587 10.1007/s11251-011-9194-1 10.1007/s10648-018-9445-7 10.1080/00220272.2014.968212 10.1111/1467-8535.00166 10.1037/edu0000463 10.1007/s11251-008-9081-6 10.17763/0017-8055.85.2.254 10.17239/jowr-2015.07.01.06 |
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