The Impact of Reading Annotation on Text-Evidence Incorporation

Abstract

This research paper is focused on a study in which the effects of reading annotation on a tenth-grade students’ ability to use and incorporate text-evidence was investigated. The study used convenience sampling of one standard tenth grade English class. In order to investigate the effects of reading annotation on a student’s usage and incorporation of text-evidence, the study used a pre-test, post-test model for data collection using a practice English Ten PARCC examination to collect student data. The study took place over a two-week period and during that time, students learned how to determine what the writing prompt is asking, how to annotate correctly, and how to use the annotations to find and incorporate text-evidence into a written response effectively. At the conclusion of the study, it was determined that the pre-test score (Mean = 2.10, SD = 1.24) differed significantly from the post-test score (Mean = 2.96, SD = 1.40) [t(29) = .612, p<.05]. The results revealed students correctly identified 40% of the items on the pre-test but significantly improved to 59% on the post. Therefore, reading annotation does have a significant impact on a student’s ability to use and incorporate text-evidence into their writing.