Improving Reading Comprehension and Social Studies Knowledge in Middle School

TLDR

The study examined whether a content‑acquisition and reading‑comprehension treatment by eighth‑grade social studies teachers improves student outcomes. Teachers taught identical content to treatment and comparison classes, but treatment classes employed essential‑word instruction, text‑based discussion, and team‑based learning. Students in treatment outperformed comparison students on content acquisition (ES = 0.17), content reading comprehension (ES = 0.29), and standardized reading comprehension (ES = 0.20).

Abstract

Abstract This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth‐grade social studies teachers. Using a within‐teacher design, the eighth‐grade teachers’ social studies classes were randomly assigned to treatment or comparison conditions. Teachers ( n = 5) taught the same instructional content to both treatment and comparison classes, but the treatment classes used instructional practices focused on teaching essential words, text as a source for reading and discussion, and team‐based learning approaches. Students in the treatment conditions ( n = 261) scored statistically higher than students in the comparison conditions ( n = 158) on all three outcomes: content acquisition ( ES = 0.17), content reading comprehension ( ES = 0.29), and standardized reading comprehension ( ES = 0.20). Findings are interpreted as demonstrating support for the treatment in improving both knowledge acquisition and reading comprehension within content area instruction.