Date of Award
8-2022
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education
First Advisor
Dawn Quigley
Department/School
Education
Abstract
This action research contains interventions relating to reading comprehension skills for high school students who are not reading at grade level, specifically ninth grade. Interventions include think aloud (Smith, 2006), re-reading (Hedin et al, 2010), and immediate summarizing (What Works Clearinghouse, 2020). It is also important to note that simply adding additional reading interventions can be useful in itself (Kidron et al, 2014). Students who have choice in their reading (Marchand-Martella et al, 2013) and the intrinsic motivation to use these strategies (Lepper et al, 2005) can raise their reading levels in general. This paper will exhibit the intervention strategies that will be used to raise student reading levels in ninth grade.
Recommended Citation
Savoie, Samantha. (2022). The Impact of Read Aloud Summarizing Practice for English High School Students at an Online School. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/480