Exploring the Power and Possibility of Contextually Relevant Social Studies–Literacy Integration
Bibliographic Data
| ID | 22044958 |
|---|---|
| Authors | Courtney Hattan (0000-0003-2914-3307, University of North Carolina at Chapel Hill, corresponding author), Jennie Baumann (0000-0002-7395-285X, Auburn University), Meghan M Parkinson (0000-0002-7012-1874, University of North Florida), Deborah Macphee (0000-0002-0706-2007, Illinois State University) |
| Year | 2025 |
| Volume | 15 |
| Issue | 10 |
| Pages | 1401 |
| Publication date | 2025-10-18 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15101401 |
| OpenAlex | W4415361874 |
| Language | EN |
| References cited | 42 |
The authors of this article describe a study designed to support first-grade students’ social studies knowledge and literacy development through a teacher–researcher co-constructed and teacher implemented integrated unit within the context of a rural community. The goals of the study were to determine the extent to which a contextually relevant unit of study affected the development of students’ content knowledge of key terms from the domain of social studies and influenced students’ reading and social studies interest. The researchers used a combined multi-phase and convergent mixed methods design, implementing a matched pairs design for the quantitative, quasi-experimental component of the study. Results indicated that assignment to the treatment condition was a predictor of students’ post implementation vocabulary scores and social studies interest. In pairing these results with the qualitative analyses of students’ end-of-unit retellings, researchers found that vocabulary can be a powerful bridge to cultural and content knowledge when the focus of instruction and texts is on local and community knowledge, demonstrating that contextually relevant social studies–literacy integration is a promising practice for building content knowledge and interest in first grade classrooms. Directions for future research are discussed
Content analysis · Literacy · Qualitative research · Social environment · Vocabulary · Vocabulary development · Educational Research and Pedagogy · Educator Training and Historical Pedagogy · Global Education and Multiculturalism
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Promoting Integration of Multiple Texts
Clarifying Differences Between Reading Skills and Reading Strategies
Moving From the Old to the New
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Leveraging What Students Know to Make Sense of Texts
A longitudinal randomized trial of a sustained content literacy intervention from first to second grade
Improving reading comprehension, science domain knowledge, and reading engagement through a first-grade content literacy intervention
The effects of knowledge activation training on rural middle-school students’ expository text comprehension
Parents’ daily involvement in children’s math homework and activities during early elementary school
Rethinking the Role of Knowledge in the Literacy Classroom
Effects of Topic Interest and Prior Knowledge on Reading Comprehension
An Exploration of Text Difficulty and Knowledge Support on Adolescents' Comprehension
A Longitudinal Investigation of Directional Relations Between Domain Knowledge and Reading in the Elementary Years
Building Content Knowledge to Boost Comprehension in the Primary Grades
The Science of Reading Progresses
Culturally Relevant Pedagogy 2.0
Funds of knowledge for teaching
Toward a Theory of Culturally Relevant Pedagogy
| Citation velocity | historical |
|---|---|
| Highly cited | No |