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The Relationship Between General Literacy Skills and Social Studies Content Knowledge

Fri, April 9, 9:30 to 10:30am EDT (9:30 to 10:30am EDT), SIG Sessions, SIG-Social Studies Research Roundtable Sessions


This study examined the results of a hierarchical multiple regression (N=141) in two eighth grade classrooms from a rural district in the southeastern United States in order to examine the relationship between social studies achievement tests and a measure of general literacy which included both vocabulary and reading comprehension subtests. Results of this study indicated that the measure of general vocabulary knowledge accounted for an additional 43% of variance in social studies content exam scores after accounting for demographics, and reading comprehension accounted for an additional 3%. Overall, the results of this study fill a considerable gap in the research literature which had previously focused on content literacy and primarily was confined to the domain of science.