Dissertation

Reading Instruction Matters: A Qualitative Case Study Examining Best Practices in Close Reading at an Urban Middle School

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This qualitative case study aimed to evaluate instructional best practices in reading, particularly close reading components and strategies that can predict student success, specifically in middle school students in an inner-city setting. The implementation of close reading instructional strategies is said to impose a higher level of cognitive skills. Through language arts’ skill-based tools, students can steadily improve analytical aspects of both reading and writing. Additionally, administrators and teachers who hold high expectations and articulate the belief in high cognitive demand can encourage a productive struggle. Furthermore, instructional leadership can positively impact student learning outcomes and facilitate teachers’ efforts toward providing quality instruction inclusive of effective reading strategies.

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