Hunsinger, Amy2021-05-132021-05-132021-05-13http://hdl.handle.net/11603/21530The purpose of this study was to determine whether the use of the text annotation strategy would positively affect the reading comprehension of a selected group of third grade students. The measurement tool was an online assessment from the website Newsela.com. The study involved a pretest/posttest design. The hypothesis of this study was supported and there was a significant difference in the pre and posttest results (mean difference= -1.176, t=-3.213, p <.005). The results of this brief intervention suggested explicitly teaching text annotation can improve comprehension of non-fiction texts. Study of further applications is warranted since comprehension of non-fiction texts can impact learning in many subject areas.19 pagesenThis 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.third gradeelementary educationreading comprehensionEducation -- Research papers (Graduate).Text