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Sender: American Memory Fellows <AMFELLOWS@LISTSERV.LOC.GOV>
Poster: Patricia Solfest <psolfest@ALTOONA.K12.WI.US>
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I thought some of you might be interested in an article in the new Journal
of Adolescent and Adult Literacy (May, 2001). The article, entitled "Hath!
Doth! What? Middle graders reading innovative history text," by Peter
Afflerbach and Bruce VanSledright, discusses the comprehension challenges
for students reading primary sources. The article discusses a particular
history text, but is applicable to the work Fellows and others are doing
with American Memory.
An excerpt to think about, " Embedded texts and sources may create
opportunities for students to develop historical thinking, to have enriched
interactions with text, and to foster strategies for critical reading
practice. However, these interactions and ways of thinking are learned, and
many students need coaching and modeling from teachers and knowledgeable
peers around how the texts can be understood as part of a much larger
historical evidence chain from which history is contructed."
Pat
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