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Reading History: Moving from Memorizing Facts to Critical Thinking

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Improving Reading Comprehension of Middle and High School Students

Part of the book series: Literacy Studies ((LITS,volume 10))

Abstract

The task of reading and studying history in the K-12 setting has long been a memory task—knowing dates, places, and events. In contrast, historians use disciplinary-specific heuristics of sourcing, corroboration, and contextualization to understand not just what the text says, but when the text was written, who wrote it, and what may be missing from the text. “Doing history” is largely dependent on reading and studying texts (VanSledright, Read Res Q 39:342–346, 2004b) and it is the texts themselves, as well as the thinking about those texts that distinguishes history from other disciplines. This chapter explores what makes text in history different from texts in other disciplines. Identifying what makes historical texts unique suggests specific instruction that is needed to move students from novice readers to readers with growing levels of expertise in disciplinary reading.

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  1. Curriculum and Instruction, University of Washington, Seattle, WA, USA

    Dixie D. Massey

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  1. College of Education, University of Houston, Houston, Texas, USA

    Kristi L. Santi

  2. Florida Center for Reading Research, Florida State University, Tallahassee, Florida, USA

    Deborah K. Reed

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Massey, D.D. (2015). Reading History: Moving from Memorizing Facts to Critical Thinking. In: Santi, K., Reed, D. (eds) Improving Reading Comprehension of Middle and High School Students. Literacy Studies, vol 10. Springer, Cham. https://doi.org/10.1007/978-3-319-14735-2_2

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