Capstone/Dissertation Title

Results of embedding nonfiction reading strategies in world history curriculum





Degree Name



In today's educational environment of standardized testing and emphasis on reading, writing, and mathematics, all teachers, regardless of their content area, must provide valuable strategies that will enable their students to be successful in those important areas of education. In order to better prepare my 10th-grade World History students for their Minnesota Comprehensive reading exam, I devised an action research project that focused on introducing students to more specific reading, writing, and vocabulary instruction strategies. By embedding anticipation guides, KWL, Cornell notes, SQ3R, 5-4-3-2-1, and the Frayer model for vocabulary, into the curriculum, students were able to practice nonfiction reading skills in the World History content. After teaching these strategies I began to see students becoming better prepared to read non-fiction text, utilize reading strategies, and raise their World History grade.

This document is currently not available here.