Date of Award
5-2016
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education
First Advisor
Andrew Rummel
Department/School
Curriculum and Instruction
Abstract
Literacy skills are an essential component in transitioning from learning to read to reading to learn. But reading to learn has several levels of difficulty. This research focuses on exploring in what ways close reading strategies of difficult text can impact comprehension and analysis. The participants of the intervention were ninth-grade students of various reading ability levels at a rural public high school. During the six-week period, students used formative assessments, annotations, and written responses to determine if gains in comprehension and analysis scores can be connected. The pre- and post-intervention data reflects how students achieved with and without close reading. Both quantitative and qualitative data showed an increase in both comprehension and analysis scores on student assessment using these strategies. Observations also indicated that the intervention was engaging to students and held them accountable for their successes. The research project suggests that a more extensive investigation on other interventions may have positive effects on vocabulary and reading.
Recommended Citation
Goblirsch, Kimberly. (2016). Close Reading Strategies for Difficult Text: The Effects on Comprehension and Analysis at the Secondary Level. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/166