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Peer reviewedHarniss, Mark K.; Dickson, Shirley V.; Kinder, Diane; Hollenbeck, Keith L. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2001
Notes that teachers and students with and without disabilities often struggle to use history textbooks effectively. Explores current concerns (e.g. text structure, readability) regarding history textbooks and provides recommendations for modifying instruction to improve students' acquisition of history knowledge. Reports adaptations in content and…
Descriptors: Content Area Reading, Educational Strategies, History Textbooks, Instructional Effectiveness
Peer reviewedJitendra, Asha K.; Nolet, Victor; Xin, Yan Ping; Gomez, Ophelia; Renouf, Kristin; Iskold, Lubov; DaCosta, Janice – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2001
Evaluates four middle school geography textbooks to examine readability levels, knowledge forms, intellectual operations, instructional objectives, and activities associated with before-, during-, and after-phases of instruction. Finds the texts to be generally inconsiderate of poor readers and to be dense with factual information. Discusses…
Descriptors: Content Analysis, Geography, Instructional Improvement, Learning Problems
Peer reviewedJitendra, Asha K.; Chard, David; Hoppes, Mary K.; Renouf, Kristin; Gardill, M. Cathleen – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2001
Evaluates four commercial reading programs at the second, fourth, and sixth grade levels with respect to main idea instructional practices and readability of text. Evaluates the type of main idea tasks and main idea statements, as well as placement of explicit main idea statements in the text. Discusses implications for practitioners meeting…
Descriptors: Content Analysis, Educational Strategies, Elementary Education, Grade 2
