Abstract
The authors examined the role of an intervention designed to increase reading comprehension, reading self-efficacy beliefs, and engagement in social studies for middle school students of varying language backgrounds. Thirteen sixth- and seventh-grade teachers implemented the United States History for Engaged Reading (USHER) program with their students, and approximately 50% were English language learners (ELLs). After teachers implemented USHER, changes in history reading comprehension and reading self-efficacy beliefs were identified for both ELLs and English native speakers. Findings show promise for multifaceted comprehension instruction in social studies for middle school contexts with large numbers of ELLs.
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