Bibliography — How Students Learn to Read Like Historians

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  • Felter, Schultz and Maryanne “Reading Historically in a Historically Illiterate Culture.” College Teaching 44, no. 4 (

  • Beck, Isabel L., and Margaret G. McKeown. “Toward Meaningful Accounts in History Texts for Young Learners.” Educational Researcher 17, no. 6 (1988): 31-39.

  • ———. “Expository Text for Young Readers: The Issue of Coherence.” In Knowing and Learning: Issues for a Cognitive Psychology of Instruction , edited by L. Resnick, 47-66. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1989.

  • Wineburg, Samuel S. “On the Reading of Historical Texts: Notes on the Breach Between School and Academy.” American Educational Research Journal 28, no. 3 (1991): 495-519.

  • Beck, Isabel L., and Margaret G. McKeown. “Outcomes of History Instruction: Paste-up Accounts.” In Cognitive and Instructional Processes in History and the Social Sciences , edited by Mario Carretero and James F. Voss, 237-56. Hillsdale, NJ: Lawrence Erlbaum Associates, 1994.

  • Perfetti, Charles A., M. Anne Britt, Jean-François Rouet, Mara C. Georgi, and Robert A. Mason. “How Students Use Texts to Learn and Reason about Historical Uncertainty.” In Cognitive and Instructional Processes in History and the Social Sciences , edited by Mario Carretero and James F. Voss, 257-83. Hillsdale, NJ: Lawrence Erlbaum Associates, 1994.

  • Wineburg, Sam. “Reading Abraham Lincoln: An Expert/Expert Study in the Interpretation of Historical Texts.” Cognitive Science 22 (1999): 319-46.

  • Voss, James F., and Jennifer Wiley. “A Case Study of Developing Historical Understanding via Instruction: The Importance of Integrating Text Components and Constructing Arguments.” In Knowing, Teaching, and Learning History: National and International Perspectives , edited by Peter N. Stearns, Peter Seixas and Sam Wineburg, 375-89. New York: New York University Press, 2000.

  • Wineburg, Sam. “On the Reading of Historical Texts: Notes on the Breach Between School and Academy.” In Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past , 63-88. Philadelphia, PA: Temple University Press, 2001.

  • ———. “Reading Abraham Lincoln: A Case Study in Contextual Thinking.” In Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past , 89-112. Philadelphia, PA: Temple University Press, 2001.

  • Pace, David. “Decoding the Reading of History: An Example of the Process.” In Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking in New Directions in Teaching and Learning , edited by David Pace and Joan Middendorf, 13-21. San Francisco: Jossey-Bass, 2004.

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