Reading History: A Practical Guide to Improving Literacy

by Janet Allen, Christine Landaker

Having trouble interesting your students in history or the history textbook? Concerned about the ability of your students to actually read the textbook? Learn ways to tie reading strategies to the learning of history, and discover sources that will help history come alive for your students.

Nationally known literacy advocate Janet Allen discusses strategies for teaching nonfiction reading using Joy Hakim's award winning A History of US series as the center of a blossoming campaign among educators to integrate literacy and history. Classroom tested at a variety of grade levels, real student samples are interspersed throughout the book providing clearer understanding of the strategies in action.

Genres: Education, Teaching

160 pages, Paperback

First published January 1, 2005

Reviews

[David · Rating 3 out of 5]

Janet Allen's book is focused on how to improve literacy among students in history classes. While there wasn't anything particularly problematic about the book (other than the need for more careful editing), I was disappointed by how myopically focused it was on middle school classrooms. As a high school history teacher, the book felt pitched for too young an audience, and often impractical for older students.

[Stephen · Rating 5 out of 5]

I found this helpful as an adult seeking to get excited again and rewrite my brain towards academics after consuming so much modern media. Loved it.

[Jackie Preisler · Rating 5 out of 5]

Great insight into active reading and learning. Applicable strategies for ELA, History, and Sciences.

[Rose · Rating 3 out of 5]

Good resource for middle-school and Jr. high educators who would like ideas about how to improve literacy in social studies and history classes. As most states have adopted the New Common Core State Standards, which require students to read more informational texts, this is a good, informative, and short read. Common Core State Standards are not discussed directly, but the theories and strategies discussed hit the CCSS. There are a lot of good ideas presented here for educators willing to be creative and take the time to teach students how to read deeply; teaching them strategies they will need to decode and comprehend what they are reading. If you want your students to access content, develop an understanding of what they are reading, develop content language and move on to high-order thinking like making connections, predictions and summarizing--this is a must read.