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In this article I explore what it means to read a historical text. In doing so, I draw on my research with historians and high school students, who thought aloud as they reviewed a set of texts about the American Revolution. I begin by providing an overview of what I learned from historians, sketching in broad strokes an image of the skilled reader of history. Next, I compare this image to what emerged from an analysis of high school students’ responses to these same documents. I then speculate about the source of differences between these two groups, arguing that each group brings to these texts a distinctive epistemological stance, one that shapes and guides the meanings that are derived from text. I end by outlining the implications of this work for how we define reading comprehension and how we define the place of history in the school curriculum.
American Educational Research Journal – SAGE
Published: Jun 23, 2016
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