Hath! Doth! What? Middle Graders Reading Innovative History Text.

By Peter Afflerbach, B. Vansledright. 2001

90 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/95bbb1425ccf8789cec274e48ead940add307b00

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1. Chauncey Monte-Sano
2. Avishag Reisman
3. Susan De La Paz

Citations in the corpus

• The Development of Expertise: The Journey From Acclimation to Proficiency (2003, background): “Toward this end, several implications can be forwarded based not only on the findings of MDL research, but also on other related programs of research investigating emerging expertise within school contexts (Afflerbach & VanSledright, 2001; Wineburg, 1998).”
• The ‘Document-Based Lesson’: Bringing disciplinary inquiry into high school history classrooms with adolescent struggling readers (2012, background): “Drawing on three decades of small-scale and qualitative studies (e.g. Rouet et al. 1996; Stahl et al. 1996; Hynd 1999; Afflerbach and VanSledright 2001), as well as on key research in adolescent reading comprehension instruction (e.g. Biancarosa and Snow 2006; Heller and Greenleaf 2007; National…”
• Beyond Reading Comprehension and Summary: Learning to Read and Write in History by Focusing on Evidence, Perspective, and Interpretation (2011, background): “In reading historical texts, they often focus on the literal meaning of documents and miss intertextual reading strategies that would promote interpretive work (Afflerbach & VanSledright, 2001; Stahl, Hynd, Britton, McNish, & Bosquet, 1996).”
• Learning to Open Up History for Students: Preservice Teachers’ Emerging Pedagogical Content Knowledge (2011, background): “In reading, students often focus on the literal meaning of historical documents and lack intertextual reading strategies that might promote interpretive work (Afflerbach & VanSledright, 2001; Wineburg, 2001).”