abstract: Assessments at the international, national, state, and local levels demonstrate that students’ reading scores in Arizona lack growth. Current trends in education encourage teachers to engage in close reading as a strategy to help improve reading efficacy. The close reading process helps students learn how to analyze complex text. A mixed method study examined the effect of ten weeks of instruction in close reading on the reading comprehension skills of fifth grade students. Also examined were any differential effects of close reading on literary versus informational texts. Students in an upper income public school community were taught the specifics of close reading procedures approximately four days per week for about 30 minutes daily. Research-based procedures for close reading strategies were followed. Students self-reported changes in their use of strategies prior to receiving close reading strategies and again post-instruction. Six students were interviewed and responded to journal questions concerning their use of the close reading strategies to ascertain how they made meaning from text. Results suggest that close reading was beneficial in helping students to make academic achievements in overall reading comprehension, as well as growth in literary content. Data also reflected that students used close reading strategies to make meaning out of the text and used it to influence their overall reading comprehension. The discussion focused on the triangulation of the quantitative and qualitative data and analyzed connections to current research. Also explored were implications for practice and future research, as well as limitations and the role of the researcher. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2017
| Identifer | oai:union.ndltd.org:asu.edu/item:43908 |
| Date | January 2017 |
| Contributors | Victor, Laura (Author), Caterino, Linda C (Advisor), Koro-Ljungberg, Mirka (Committee member), McNeil, David (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 175 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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