Research Findings

The basis of our work rests on the idea that learning is a key human endeavor. Learning is a key element in developing a functioning democratic society. Given those precepts, developing a working knowledge of history and other social sciences is a key function of the educational system. With that, secondary social science teachers have a key role in ensuring that students can access reading materials that are assigned. The graphic above represents the key findings of the doctoral dissertation, "Increasing Inclusion in the Heterogeneous Secondary Social Science Classroom Through Existing Research-Based Strategies" by our founder Dr. Ernesto R. Villarreal. This work inspired the organization of research based-strategies which improve the reach educators have to create a system that is more inclusive, equitable, and just.

In conducting contextual research for this study, the struggles in reading comprehension for all students going back decades became clear.
In serving all students, it became clear that a strategy designed to support students receiving Special Education Services proved beneficial to General Education students, English Language Learners, and motivated many who did not feel supported in improving their foundational academic skills.
Most students desire to make progress, but our educational system is not well equipped to support those student who struggle or have fallen behind in the mandated educational pacing.
Social Science teachers are in a unique position due to their position as instructors of a curriculum that is rooted in the understanding of abstract ideas to support students ability to use abstract thinking skills.
Reading is an abstract brain function that when developed may help develop abstract thinking in other contexts.

Overall, all participants demonstrated growth in reading comprehension skills.
During the study, student academic grades demonstrated a distribution of grades consistent with a normal bell shaped curve.
Surveys indicated that participants felt positive regarding the educational experience, which may create momentum for learning in other settings.

Social Science Curriculum and Instruction for adolescent students should have a foundation in critical literacy.
Social Science teachers should embrace professional development that supports their ability to embed reading interventions into their instructional unit designs.
Teacher candidates who seek to teach in the Social Science should see a clear link between a students ability to read and their ability to understand textual content assigned in the course.