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History as Narrative: The Nature and Quality of Historical Understanding for Students With LD.
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- Author(s): Espin, Christine A.; Cevasco, Jazmin; Van den Broek, Paul; Baker, Scott; Gersten, Russell
- Source:
Journal of Learning Disabilities. Mar/Apr2007, Vol. 40 Issue 2, p174-182. 9p. 1 Diagram, 3 Charts, 1 Graph. - Source:
- Additional Information
- Subject Terms:
- Abstract: In this study, we examine the nature and quality of students' comprehension of history. Specifically, we explore whether cognitive-psychological theories developed to capture the comprehension of narrative text can be used to capture the comprehension of history. Participants were 36 students with learning disabilities who had taken part in an earlier study designed to investigate the effects of an interactive instructional intervention in history. The results of the original study supported the effectiveness of the intervention in terms of amount recalled. The results of the present study reveal that historical understanding can be characterized as the construction of meaning through the creation of a causal network of events. The study of history within a causal network framework has implications for understanding the nature and quality of students' learning of history, and for potentially identifying sources of failure in learning. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Journal of Learning Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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