Rector, Katharine A.2016-03-092016-03-092010-07http://hdl.handle.net/11603/2505To see paper in its entirety contact archives@goucher.edu or call (410)337-6075.The purpose of this study was to determine the effect of explicit instruction of expository text reading strategies on the comprehension of sixth grade social studies content. This study was a quasi-experimental study completed using two groups of sixth grade students in four different social studies classes. One group of subjects, made up of two classes, received explicit instruction in two different expository text reading strategies for a four week period. The subjects were given a pre-test prior to the treatment and then a post-test following the treatment. The data collected from the treatment group were compared to a control group of students using an independent t-test and no significant differences were found after the treatment. Therefore, this study presented no significant improvement in the performance of students who did receive explicit instruction of strategies compared to those who did not.30 p.en-USCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Education -- Research papers (Graduate)Reading -- Direct instruction approach -- ResearchSocial sciences -- Study and teaching (Middle school)Reading comprehension -- ResearchCollection