The impact of close reading on reading comprehension

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cityu.schoolAlbright School of Education
cityu.siteEverett
cityu.site.countryUnited States
dc.contributor.authorMelhart, Trysten
dc.date.accessioned2020-06-16T23:52:46Z
dc.date.available2020-06-16T23:52:46Z
dc.date.issued2020-05
dc.description.abstractThis issue-focused design study examines the impacts of close reading on reading comprehension for low-level readers and how to best support English Language Learners' (EL) reading comprehension for primary grade students. An in-depth analysis of a variety of texts allows low-level readers and EL students to increase their reading comprehension. Students work with the text by rereading, annotating, collaborating with classmates and answering text- dependent questions. To best support students' development of reading comprehension, differentiation is also a key factor. These modifications consist of unpacking difficult terms, creating ideal group sizes with students of similar reading abilities, and providing extra pullout support. Assessing reading comprehension can come in a multitude of ways, which range from comprehension summaries to observations. This study explores how to effectively and efficiently incorporate close reading into daily reading routines. Through analysis of scholarly articles and the dilemma presented at a suburban elementary school, close reading is presented as a strategy to improve reading comprehension.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/908
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.subjectclose reading
dc.subjectreading comprehension
dc.subjectEnglish language learners
dc.subjectELL
dc.subjectprimary grades
dc.subjectdaily reading routines
dc.subjectsuburban
dc.subjectWashington State
dc.titleThe impact of close reading on reading comprehension
dc.typeThesis
thesis.degree.disciplineTeaching
thesis.degree.grantorCity University of Seattle (CityU)
thesis.degree.levelMasters
thesis.degree.nameMaster in Teaching
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