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dc.contributor.advisorFrederick, Amy
dc.contributor.authorBetthauser, Kelsey
dc.date.accessioned2017-11-11T22:03:29Z
dc.date.available2017-11-11T22:03:29Z
dc.date.issued2017-11-11T22:03:29Z
dc.identifier.urihttp://digital.library.wisc.edu/1793/77247
dc.description.abstractIn the world of education today, many teachers are asking their students to "closely" read a text. This focus on "close reading' could be a response to the Common Core Standards'(National Governors Association, 2010) emphasis on analytic and critical reading grounded in text evidence. The purpose of this action research study was to observe differences in students' comprehension as a close reading strategy was taught, practiced, and implemented while reading informational text. The research took place over a seven-week time period with six second grade students. Over the course instruction, students engaged in a close reading strategy by completing repeated readings, annotating text, engaging in discussions, and responding to text. The six students were of varying reading abilities and were accessed on their comprehension abilities prior to and after the change of instruction. Data collection included knowledge and awareness of text features, comprehension assessments, and written responses. The findings proved that a close reading strategy improved students' performance on assessments.en
dc.language.isoen_USen
dc.titleClose Reading: A Closer Look at its Impact on Nonfiction Comprehensionen
dc.typeThesisen


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