Date of Award

Summer 2020

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Aisha S. Haynes

Second Advisor

Rhonda Jeffries

Abstract

This action research study explored the practice of close reading for reading comprehension in a classroom of fourth grade students for a duration of six weeks. This study was driven by the problem of practice identified by the researcher’s own observations and a look into the data of her own students. The purpose of this research was to provide students with reading comprehension tools to help them take charge of their own reading experiences and apply strategies that help guide them into a better understanding of the text. The teacher-researcher chose to employ a set of six close reading strategies, following a gradual release model of responsibility. As an insider to the study, the teacher-researcher was able to authentically respond to the ongoing data collection and analysis, leading to a cyclic nature of research. The data collection methods consisted of both qualitative and quantitative approaches. Quantitative methods were obtained through a pre-post test, self-checklists, and performance checklists. Qualitative data consisted of observations and semi-structured interviews. The data was analyzed quantitatively through descriptive and inferential statistics, while the qualitative data was transcribed and coded to uncover any themes. The results and findings of each method were integrated through triangulation and both approaches were used to present the findings and answers to the research questions in this dissertation.

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