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A Synthesis of the Research for Improving Reading in the Social StudiesHarvard Graduate School of Education This review of the literature for improving reading in the social studies resolves apparent conflicts among studies by examining what types of treatments are most effective for which pupils and under what circumstances. The review found that providing reading and study-skill instruction in the social studies curriculum can raise achievement scores in both reading and social studies to higher levels than what pupils would achieve without instruction. However, only some of the treatments were successful. In those that were, teachers played an important role in designing the instructional program, were able to implement the treatment of their choice, and/or modified it during the implementation phase. Also, treatments that were multidimensional had a higher success rate than those that consisted of only one or a few activities or materials. And finally, in the successful treatments the teacher played an active role in the classroom rather than relying on written overviews and exercises used by pupils alone or in small groups. Because of these characteristics, successful treatments could be sustained over time, a necessary condition for real change to occur in pupils' reading and study skills.
Review of Educational Research, Vol. 53, No. 4,
461-497 (1983) 
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