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dc.contributor.authorMelhart, Trysten
dc.date.accessioned2020-06-16T23:52:46Z
dc.date.available2020-06-16T23:52:46Z
dc.date.issued2020-05
dc.identifier.urihttp://hdl.handle.net/20.500.11803/908
dc.description.abstractThis issue-focused design study examines the impacts of close reading on reading comprehension for low-level readers and how to best support English Language Learners’ (EL) reading comprehension for primary grade students. An in-depth analysis of a variety of texts allows low-level readers and EL students to increase their reading comprehension. Students work with the text by rereading, annotating, collaborating with classmates and answering text- dependent questions. To best support students’ development of reading comprehension, differentiation is also a key factor. These modifications consist of unpacking difficult terms, creating ideal group sizes with students of similar reading abilities, and providing extra pullout support. Assessing reading comprehension can come in a multitude of ways, which range from comprehension summaries to observations. This study explores how to effectively and efficiently incorporate close reading into daily reading routines. Through analysis of scholarly articles and the dilemma presented at a suburban elementary school, close reading is presented as a strategy to improve reading comprehension.en_US
dc.language.isoenen_US
dc.subjectClose readingen_US
dc.subjectReading comprehensionen_US
dc.subjectEnglish language learnersen_US
dc.subjectELLen_US
dc.subjectPrimary gradesen_US
dc.subjectDaily reading routinesen_US
dc.subjectSuburbanen_US
dc.subjectWashington Stateen_US
dc.titleThe impact of close reading on reading comprehensionen_US
dc.typeThesisen_US
thesis.degree.disciplineTeachingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster in Teachingen_US
cityu.schoolAlbright School of Educationen_US
cityu.siteEveretten_US
cityu.site.countryUnited Statesen_US


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