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Afflerbach, Peter, and Bruce VanSledright. “Hath! Doth! What? Middle Graders Reading Innovative History Text.” Journal of Adolescent and Adult Literacy 44(8) (2001): 696-707.


Examines adolescents who faced many comprehension challenges when studying diverse history content. Focuses on the challenges that an innovative history chapter with embedded texts presents to middle-grade students and the strategies and stances that student readers use in relation to these challenges. Examines the nature of students' historical thinking and its relationship to how students read history.