ter Beek, M.;
Opdenakker, M.-C.;
Deunk, M.I.;
Strijbos, J.-W.;
Huijgen, T.;
(2022)
Relationships between adolescent students’ reading skills, historical content knowledge and historical reasoning ability.
History Education Research Journal
, 19
(1)
pp. 1-16.
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expository texts commonly found in history textbooks, but it is unclear which specific skills contribute to students’ historical content knowledge and historical reasoning abilities.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and support lower secondary students’ subject-specific reading skills, and explored the relationships with students’ historical content knowledge and historical reasoning ability.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showed that subject-specific reading skills, such as explaining historical events, correlated significantly with both historical content knowledge and historical reasoning ability, but not all skills were significant predictors.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.
| Type: | Article |
|---|---|
| Title: | Relationships between adolescent students’ reading skills, historical content knowledge and historical reasoning ability |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/HERJ.19.1.02 |
| Publisher version: | https://doi.org/10.14324/HERJ.19.1.02 |
| Language: | English |
| Additional information: | © 2022, Marlies ter Beek, Marie-Christine Opdenakker, Marjolein I. Deunk, Jan-Willem Strijbos and Tim Huijgen. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original authors and source are credited. |
| Keywords: | history education, content knowledge, historical reasoning, subject-specific reading skills, secondary education, digital learning environment |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10146535 |
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