Accommodating Weak Readers in History Research Projects: Using Varied Types of Sources
irtually all middle or high school V classes not limited to advanced students include some weak readers. Norming data for a well-respected reading test indicate that the reading ability levels of 10 percent of students in an average ninth grade class are at the fourth-grade or lower levels and an additional 10 percent are at the fifthgrade level (Woodcock 1998). Because of the importance of reading in history classes, especially for project and research assignments, weak readers must struggle. Difficulty with reading may partially explain why many students dislike history (Loewen 1995). How can secondary-level history teachers help weak readers participate more fully in their assigned project and research work and enjoy that participation? In this article, we take the position that one of the best ways to assist such readers and motivate them is through the use of varied types of source materials in small group settings. We propose