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ERIC Number: ED521601
Record Type: Non-Journal
Publication Date: 2011-Jul-1
Pages: 67
Abstractor: As Provided
Reference Count: 25
Increasing Secondary Reading Comprehension and Reading Proficiency across Content Areas
Zimmerman, Marty
Online Submission
This action research developed as a response to the researcher's experience with struggling and alliterate readers across all content areas in secondary schools. The researcher witnessed the negative impact of a depressed economy and depressed reading proficiency pervasive among students based on classroom experience and standardized testing. The research question became "How can students experience an increase in both reading comprehension in the classroom and reading performance on standardized tests, especially emphasizing non-fiction, informational reading across content areas?" Baseline analysis of data was collected using pre- and post-ACT reading scores, pre- and post-surveys of students, observations/anecdotal data and a post-teacher interview. The researcher, an educational coach and consultant who worked through a high school teacher and two of her classes of sophomores, then correlated and analyzed the data. A series of six bi-weekly guided highlighted readings that included writing summaries and taking a multiple-choice quiz under time constraints, revealed conclusive evidence indicating a pattern of increased student comprehension and engagement in reading, writing, and thinking. This growth appeared across social studies, prose fiction, science and humanities readings. Anecdotal evidence additionally indicated transferability of this advanced habit for skimming and scanning for key information outside of the classroom, indicating a real-life skill and applicability. The following are appended: (1) Student Survey Pre-Close and Critical Guided Highlighted Reading; (2) High-Tech Ways to Extend Your Life (Dr. Oz); (3) Number of Correct Answers; (4) Student Survey Post-Close and Critical Guided Highlighted Reading; and (5) Teacher Interview Post-Close and Critical Guided Highlighted Reading. (Contains 12 tables.)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan