The Effect of Close Reading on Reading Comprehension Scores of Fifth Grade Students with Specific Learning Disabilities

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dc.contributor.authorBlouin, Erica
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2016-02-19T20:24:19Z
dc.date.available2016-02-19T20:24:19Z
dc.date.issued2014-07
dc.description.abstractThe purpose of this study was to examine the effectiveness of explicit reading comprehension strategies versus close reading strategies for aiding reading comprehension of similar historical fiction texts. The measurement tools were researcher-created assessments. The study involved a pre-experimental design with a convenience sample of a group of eight fifth grade students with specific learning disabilities that served as their own controls. The results of both assessments showed that there were no significant differences between the mean reading comprehension scores under the explicit (Mean = 66.63, SD = 6.41) and closed (Mean = 66.88, SD = 13.85) [t(7) = 0.06, p > .05] conditions. Implications and recommendations for future are discussed throughout the study.en_US
dc.format.extent37 p.en_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/M20X5V
dc.identifier.urihttp://hdl.handle.net/11603/2289
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection 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.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshReading comprehension -- Research
dc.subject.lcshLearning disabled children -- Education -- Research
dc.subject.lcshReading (Elementary) -- Research
dc.titleThe Effect of Close Reading on Reading Comprehension Scores of Fifth Grade Students with Specific Learning Disabilitiesen_US
dc.typeTexten_US

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