Document Type
Article
Publication Date
1-1-2014
Description
In light of increasing mandates to incorporate close reading of primary source historical documents at the elementary level, this study explored the reading difficulty level of the US Constitution with preservice elementary teachers using a traditional cloze assessment procedure. While best practice pedagogy of social studies has long included thoughtful reading of primary sources, new language arts guidelines situate the analysis of primary documents within formulaic quantifiable frameworks, often problematic to the pre-service teacher. With implications for reading and social studies, this paper explores several relevant issues to both pre-service teachers and the elementary classrooms they will teach in.
Citation Information
Meier, Lori T.; Keith, Karin; and Dwyer, Edward J.. 2014. We the People: Elementary Pre-Service Teachers and Constitutional Readability. SRATE Journal. Vol.24(1). 47-57. http://www.srate.org/journal.html ISSN: 1068-1752
Included in
Curriculum and Instruction Commons, Language and Literacy Education Commons, Teacher Education and Professional Development Commons
Copyright Statement
This document was published with permission from the journal. It was originally published in SRATE Journal.