The Effects of Close Reading on Third Graders’ Reading Comprehension and Writing Skills


Author/Creator ORCID





Masters of Education

Citation of Original Publication


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The study was designed to examine the effectiveness that close reading strategies have on the improvement of reading comprehension, writing, and attitudes toward reading in third-grade students as compared with similar students using the customary county curriculum. The reading comprehension and writing tests were measured using Anne Arundel County Public Schools Quarter 2 and 3 English Language Arts Reading Benchmark Assessment. The students’ attitudes toward reading were measured using the Elementary Reading Attitude Survey. This research employed a quasi-experimental design using a pre-and posttest with the intact classrooms. The results of the study showed non-significant gain from pre-to posttest for both the treatment and control groups. The small increase in test scores were most likely due to the small sample size rather than the lack of substantial treatment effects. Further research needs to be conducted with a larger sample size for a longer time period.