31st Annual Student Research Conference
Impact of Performing Textual Annotations on Students’ Independent Reading Comprehension
Anna Welsh♦
Dr. Christopher Maglio, Faculty Mentor
This investigation examined how performing textual annotations is a useful strategy to increase students’ individual reading comprehension. Fourteen third grade students from a small, rural elementary school participated in the research. The data were obtained through thirty short readings that posed four multiple choice, comprehension questions based on the paragraph passage students read. The data collection spanned a six-week period, the first three were the control weeks and the final three weeks consisted of students using textual annotations as they read. Students’ scores were analyzed as correct or incorrect based on the passage. For the purpose of this study, the answers to the multiple choice questions indicated the students’ comprehension of the given passage. The paper discusses specific elements of the textual annotations and provides analysis of the impact on the class’s overall reading comprehension and on specific students' comprehension.
Keywords: textual annotations, reading comprehension, reading strategy
Topic(s):Education
Presentation Type: Oral Paper
Session: 309-1
Location: VH 1212
Time: 1:00