Reading Competence in Social Studies.

Reading instruction is being incorporated as a natural part of the social studies curriculum because of the emphasis which is being placed on basic skills and teacher accountability. In order for long term improvement of reading/social studies skills to occur social studies teachers must develop a systematic and deliberate approach to reading instruction in their classrooms. To determine their students' reading abilities, most teachers are now using standardized tests. The paper argues that the data from tests have little instructional value and often convey a misleading notion about student achievement. The standardized tests should be replaced by criterion-referenced tests. The data which the latter yield are specific enough to permit a teacher to write a lesson or design a learning experience. As a model for classroom testing, the authors suggest that teachers use Larry A. Harris'"inverted pyramid" model. The total group is first tested at the macro level using the CLOZE technique. For those students who demonstrate an acceptable level of mastery, testing is ended. Students not screened out at this level are tested using other diagnostic techniques including CRISS (Content Reading Inventory in Social Studies) which was developed by the authors. Ultimately, the point of the "inverted pyramid" is reached in which individual students are being tested on their knowledge of specific skills and concepts. The paper concludes by describing additional techniques that teachers can use with students to help them acquire specialized social studies reading skills such as organizing concepts. (Author/RM)