Doctor of Philosophy (PhD)
The primary purpose of the present study was to evaluate the effectiveness of a close reading instructional routine (also known as analytical reading decades ago) that has been described in the literature and promoted as a process to help students reading complex text independently and proficiently. A single subject alternating treatments design was implemented with six fourth grade students who had been identified as at risk for academic failure and were receiving supplemental, small-group instruction in their rural public school. The alternating treatments design allowed for a direct comparison of the close reading instructional routine and a validated reading comprehension strategy instruction intervention known as Collaborative Strategic Reading (CSR; Klingner, Vaughn, Dimino, Schumm, & Bryant, 2001) over a six-week intervention time frame. Dependent variables included general outcome measures of reading comprehension and writing expression. No clear patterns emerged as a result of visual analysis. Results appeared to favor CSR in terms of reading comprehension and neither intervention in relationship to written expression. Limitations, implications, and future research areas were discussed.
Document Availability at the Time of Submission
Student has submitted appropriate documentation to restrict access to LSU for 365 days after which the document will be released for worldwide access.
Boudreaux-Johnson, Marcy, "An Evaluation of Close Reading for Fourth Grade Students Receiving Tier 2 Responsiveness to Intervention Services" (2015). LSU Doctoral Dissertations. 3222.