The effects of historical reading and writing strategy instruction with fourth-through sixth-grade students. This quasi-experimental study of fourth, fifth, and sixth-grade students explored the use of a cognitive apprenticeship model to teach students historical reading and writing strategies. These results suggest that with appropriate supports and the opportunity to engage in meaningful historical content, students in fourth through sixth grade can analyze primary and secondary source documents and write evidence-based historical arguments.
Citation: Wissinger, D. R., De La Paz, S., & Jackson, C. (2021). The effects of historical reading and writing strategy instruction with fourth-through sixth-grade students. Journal of Educational Psychology, 113(1), 49.