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Close reading as a reading intervent...

Michaels, Lindsy.

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Close reading as a reading intervention for students with learning disabilities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Close reading as a reading intervention for students with learning disabilities./
作者:	Michaels, Lindsy.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	74 p.
附註:	Source: Masters Abstracts International, Volume: 55-05.
Contained By:	Masters Abstracts International55-05(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10125461
ISBN:	9781339835341

Close reading as a reading intervention for students with learning disabilities.
Michaels, Lindsy.

Close reading as a reading intervention for students with learning disabilities. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 74 p.

Source: Masters Abstracts International, Volume: 55-05.

Thesis (M.Ed.)--The William Paterson University of New Jersey, 2016.

This study focused on using close readings and repeated readings of shorter, complex texts to improve comprehension and fluency in eighth and ninth grade students with learning disabilities. There is still relatively little research on reading interventions for middle and high school students with reading disabilities. Many of the texts that students with learning disabilities encounter in school are above their reading level. Students with disabilities should be able to have access to rich, complex texts, and need to be taught strategies they can use to make meaning from these texts more independently. In school, students will require extensive supports during close reading instruction to comprehend these types of texts deeply.

ISBN: 9781339835341Subjects--Topical Terms:

2122756
Reading instruction.

Close reading as a reading intervention for students with learning disabilities.
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300 $a 74 p.
500 $a Source: Masters Abstracts International, Volume: 55-05.
500 $a Adviser: Carrie Eunyoung Hong.
502 $a Thesis (M.Ed.)--The William Paterson University of New Jersey, 2016.
520 $a This study focused on using close readings and repeated readings of shorter, complex texts to improve comprehension and fluency in eighth and ninth grade students with learning disabilities. There is still relatively little research on reading interventions for middle and high school students with reading disabilities. Many of the texts that students with learning disabilities encounter in school are above their reading level. Students with disabilities should be able to have access to rich, complex texts, and need to be taught strategies they can use to make meaning from these texts more independently. In school, students will require extensive supports during close reading instruction to comprehend these types of texts deeply.
520 $a During the process of the research, several studies showed that the strategy of repeated reading was effective in improving comprehension and fluency if students read a text multiple times, and participated in repeated reading activities with additional supports such as repeated reading plus prediction and listening- while- reading (LWR). After reading the text multiple times, all students were asked to complete a follow up comprehension activity. An additional study that was reviewed was about an after school program that used close reading as a reading intervention. Below level readers read complex text to themselves, to their partners, and as a class. Students attending the close reading afterschool program made more progress when compared with traditional afterschool reading intervention programs.
520 $a This study is a case study that took place in the naturalistic setting of a self-contained 8th and 9th grade classroom with 5 students with special needs. The students were unaware of the study, and participated in lessons, and completed activities and assessments as part of their regular reading instruction. Each week, the teacher chose a complex text for students. Throughout the course of this eight-week qualitative study, data was collected in the form of anecdotal field notes, student surveys, comprehension and fluency pretests and post assessments, student work samples from literacy activities. Multiple data sources were compared to each another in order to discover emerging themes and patterns, and to support the validity of the study.
520 $a The findings of the study suggest that all the participants showed growth in their comprehension and fluency after engaging in repeated readings and close reading activities. The limitations of this study include student attendance issues, sample size, and the difficulty of the teacher being the researcher. Future research is recommended to further explore best practices in close reading, and additional effective research based reading interventions for adolescent students with reading disabilities. It is recommended that teachers working with struggling readers use close reading and repeated reading activities to supplement their current ELA curriculum in order to build fluency, improve comprehension, and give students access to complex texts. In addition, it is recommended that teachers collaboratively select texts to use for close reading activities, and brainstorm higher-order discussion and text-based comprehension questions together.
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