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

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dc.contributor.authorHigdon, Nicole
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2019-05-14T15:06:30Z
dc.date.available2019-05-14T15:06:30Z
dc.date.issued2019-05
dc.description.abstractThe 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.en_US
dc.format.extent50 pagesen_US
dc.genreAction Research Paperen_US
dc.identifierdoi:10.13016/m2xkod-qnew
dc.identifier.urihttp://hdl.handle.net/11603/13857
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subjectClose Readingen_US
dc.subjectThird Gradeen_US
dc.subjectImpactsen_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleThe Effects of Close Reading on Third Graders’ Reading Comprehension and Writing Skillsen_US
dc.typeTexten_US

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