Document Type
Poster
Publication Date
Spring 3-14-2022
Abstract
“I have no idea what this paper is talking about, what does this word mean, do we have to read all of it?” I hear these phrases and questions repeatedly in my eighth-grade classroom from students that not only struggle reading but also to dig deeper and pull out the meaning of specific passages given to them. This school year I realized that students are being required to read less (for numerous reasons this action research will not cover) and when they are expected to complete a reading assignment; there is pushback, apathy and a lack of desire to read. How will close reading help my students build confidence in reading and analyzing a text, improve in retention and comprehension of content, and develop an overall desire to read because they believe in the doors it will open in their lives?
The following will provide a small literature review that builds evidence supporting close reading implementation in classrooms. This will encompass scholarly, peer reviewed work relating to close reading, definitions needed to understand the scope of research and any possible gaps in my research. The methodology included will include setting/demographics, research design, and data collection. Limitations and concluding thoughts will also be provided as to how will close reading help my students build confidence in reading and analyzing a text, improve in retention and comprehension of content, and develop an overall desire to read because they believe in the doors it will open in their lives.
Recommended Citation
Moon, Whitney, "Can Close Reading Improve Skills and a Desire to Read? (Action Research Proposal)" (2022). Graduate Research Showcase. 29.
https://kb.gcsu.edu/grposters/29