Literaturnachweis - Detailanzeige
Autor/inn/en | Fisher, Douglas; Frey, Nancy |
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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 |
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 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 |