Thesis

Reading comprehension strategies for adolescent students

This graduate project reviews research on the reading process and additional variables that cause emergent readers to fall into the 4th grade slump and consequently develop substantial difficulties with reading comprehension as adolescents. The project consists of nine figures, which together offer a guideline for general education teachers and administrators wishing to improve adolescent reading comprehension in the content areas. This project was created for teachers in English only classrooms who need to modify instruction at the tier one level for adolescent students with substantial difficulties in reading comprehension. Additionally, since the literature reviewed attributes additional outside variables to difficulties in reading comprehension, this project specifically addresses the needs of difficult populations including low SES and ELL students. The project offers practical assessments and instructional modifications to the curriculum. This guideline addresses the four reading strategies reviewed in the research: the reading process, academic/oral language, independent reading, and motivation/engagement. When used over time, these strategies become automatic reading skills that prepare adolescent readers for deeper comprehension in content area reading.

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