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41	We the People: Elementary Pre-Service Teachers and Constitutional Readability Meier, Lori T., Keith, Karin, Dwyer, Edward J. 01 January 2014 (has links) In light of increasing mandates to incorporate close reading of primary source historical documents at the elementary level, this study explored the reading difficulty level of the US Constitution with preservice elementary teachers using a traditional cloze assessment procedure. While best practice pedagogy of social studies has long included thoughtful reading of primary sources, new language arts guidelines situate the analysis of primary documents within formulaic quantifiable frameworks, often problematic to the pre-service teacher. With implications for reading and social studies, this paper explores several relevant issues to both pre-service teachers and the elementary classrooms they will teach in. elementary school curriculum preservice teachers preservice teacher education primary sources cloze procedure historical interpretation United States history constitutional law reading difficulties difficulty level best practices readability formulas reading material selection teaching methods reading achievement Curriculum and Instruction Curriculum and Instruction Language and Literacy Education