Social Studies Research and Practice
Volume 3, Number 1, Spring 2008
Social Studies and Literacy Integration: Making the Most of Our Teaching
Andrea M. Kent
Jennifer L. Simpson
University of South Alabama
Increasing reading achievement has become a nationwide priority resulting from the Elementary and Secondary Education Act of 2005 (Dole, 2004). Due to this emphasis, coupled with the fact that an elementary school’s success is generally not correlated with test scores in social studies, teachers of the elementary grades find limited time to teach the social studies curriculum. However, in effort to combat this tragedy, elementary educators should be taught and encouraged to integrate content area teaching with literacy strategies. Using the appropriate tools, teachers can meet both social studies standards and reading standards while engaging students in meaningful ways.
About the Author(s)…
Andrea M. Kent is an assistant professor of Reading Education and the Director of Field Services at the University of South Alabama. As a former elementary education teacher and reading coach, Dr. Kent works with pre-service and in-service teachers and mentors as well as developing best practices in teaching. Her research interests include literacy development in all content areas, mentoring and induction, and meaningful technology integration. She can be contacted at email@example.com.
Jennifer L. Simpson is an instructor of Reading at the University of South Alabama. In addition to teaching pre-service teachers, Mrs. Simpson conducts mentoring and new teacher induction sessions in local schools. She enjoys model teaching and demonstrating how to integrate reading instruction into all content areas. Her research interests include reading education, mentoring, and pre-service teachers’ technology use. Mrs. Simpson can be reached at firstname.lastname@example.org.