Teaching vocabulary and reading comprehension during social studies instruction is critical for reading development and the acquisition of content knowledge. This study systematically investigated how elementary teachers integrate vocabulary and reading comprehension instruction during social studies teaching, as well as the extent to which this instruction aligned with evidence-based practices. Thirty-three fourth grade teachers from 12 schools across three school districts recorded their social studies instruction for a total of 2429 min. Findings revealed that two-thirds of social studies instructional time integrated practices for developing vocabulary and reading comprehension. Yet, the approaches for teaching comprehension and methods for instructional delivery (e.g., explicit instruction, high-quality feedback) teachers used infrequently aligned with those identified as effective in previous research. We present opportunities for improving content-area instruction and future research.

在社会学习教学中教授词汇和阅读理解对于阅读发展和内容知识的获取至关重要。这项研究系统地研究了小学教师在社会研究教学中如何整合词汇和阅读理解教学，以及该教学在何种程度上与循证实践相吻合。来自三个学区的12所学校的33名四年级老师记录了他们的社会学习指导，总计2429分钟。调查结果显示，三分之二的社会研究教学时间整合了发展词汇和阅读理解的实践。但是，教学理解的方法和教学交付的方法（例如明确的教学，高质量的反馈）教师很少与先前研究中确定的有效教师保持一致。我们提供了改善内容区域教学和未来研究的机会。