Close Reading as an Intervention for Struggling Middle School Readers

Autor/inn/en	Fisher, Douglas; Frey, Nancy
Titel	Close Reading as an Intervention for Struggling Middle School Readers
Quelle	In: Journal of Adolescent & Adult Literacy, 57 (2014) 5, S.367-376 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.266
Schlagwörter	Reading Strategies; Reading Instruction; Middle School Students; Reading Difficulties; Intervention; After School Education; Comparative Analysis; Teaching Methods; Reader Text Relationship; Instructional Effectiveness; Attendance Patterns; Self Concept; Reading Achievement + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Reading difficulty; Leseschwierigkeit; After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Selbstkonzept; Leseleistung
Abstract	Thousands and thousands of middle school students around the world participate in reading intervention programs, many that are very expensive with limited effectiveness. We wanted to know if an after-school intervention focused on close reading procedures could improve student achievement. Close reading of complex text involves annotations, repeated reading, text-dependent questions, and discussions. This manuscript reports on 75 students in grades 7-8 who received the close reading intervention and compares their outcomes with 247 students who received a traditional intervention. Results suggest that close reading can be an effective intervention, with significant increases in student attendance, self-perception, and achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10