ABSTRACT
We are reading researchers who have spent a considerable amount of time over the last half dozen years engaged in a program of research about elementary social studies learning, with emphasis on young students’ first formal encounter with American history. As reading researchers, our primary interest is the kind of learning that results from students’ encounters with text. Given that text is a focal component of the instructional resources used to teach history, coming to understand what young students learn about history from text was a natural object of investigation.
