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Close Reading Strategies Applied by ...

Barry, Laura C.

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Close Reading Strategies Applied by English Language Learners when Reading Challenging Content Area Texts.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Close Reading Strategies Applied by English Language Learners when Reading Challenging Content Area Texts./
Author:	Barry, Laura C.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	69 p.
Notes:	Source: Masters Abstracts International, Volume: 57-04.
Contained By:	Masters Abstracts International57-04(E).
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10742862
ISBN:	9780355613278

Close Reading Strategies Applied by English Language Learners when Reading Challenging Content Area Texts.
Barry, Laura C.

Close Reading Strategies Applied by English Language Learners when Reading Challenging Content Area Texts. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 69 p.

Source: Masters Abstracts International, Volume: 57-04.

Thesis (M.A.)--Rowan University, 2017.

The study introduced high school English Language Learners to close reading strategies to use when reading difficult content area texts, with a particular focus on discussion, prior knowledge, vocabulary, and self-generating questions. The students participated in multiple measures to see if they developed metacognitive awareness in employing the strategies. Findings revealed that the students adapted quickly to using the strategies with teacher support, and that they began to internalize them. Implications for teacher research are discussed.

ISBN: 9780355613278Subjects--Topical Terms:

2122756
Reading instruction.

Close Reading Strategies Applied by English Language Learners when Reading Challenging Content Area Texts.
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245 1 0 $a Close Reading Strategies Applied by English Language Learners when Reading Challenging Content Area Texts.
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300 $a 69 p.
500 $a Source: Masters Abstracts International, Volume: 57-04.
500 $a Adviser: Stephanie Abraham.
502 $a Thesis (M.A.)--Rowan University, 2017.
520 $a The study introduced high school English Language Learners to close reading strategies to use when reading difficult content area texts, with a particular focus on discussion, prior knowledge, vocabulary, and self-generating questions. The students participated in multiple measures to see if they developed metacognitive awareness in employing the strategies. Findings revealed that the students adapted quickly to using the strategies with teacher support, and that they began to internalize them. Implications for teacher research are discussed.
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