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Promoting Literacy through the Integration of Reading and History

dc.contributor.authorMatthews, Allison
dc.descriptionTeaching and Learning Department capstone projecten_US
dc.description.abstractThis paper provides the rationale underlying the integrated reading-history unit I have created in fulfillment of my Capstone requirements. I begin by calling for the incorporation of any of the content areas into the literacy program, drawing primarily from schema theory. Then, I explain why history is a particularly apt candidate for this sort of cross-disciplinary study. Next, I highlight the key features of the Concept-Oriented Reading Instruction (CORI) model (Guthrie, Wigfield, and Perencevich, 2004), the inspiration for my unit plan, and describe how I adapted it to fit my purposes. Finally, I describe three instructional principles that guided the design of my unit: clear purpose, constructive assessment, and authentic inquiry. Contains two major components: an essay providing a research-based rationale for the integration of reading and history, and a unit plan that demonstrates how that integration might occur.en_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectliteracy instructionen_US
dc.subjectcross-curricular integrationen_US
dc.subjectschema theoryen_US
dc.subject.lcshHistory -- Study and teaching (Elementary)en_US
dc.subject.lcshReading (Elementary) -- Study and teachingen_US
dc.titlePromoting Literacy through the Integration of Reading and Historyen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Teaching and Learningen_US

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