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CL-CUR526_Topic_Description_Assignment (1).doc Text Marking: Improving the Reading Compr

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CL-CUR526_Topic_Description_Assignment (1).doc Text Marking: Improving the Reading Comprehension Scores for 6TH Graders CUR526 Online Nova Southeastern University Topic Description Assignment ... Text Marking: Improving the Reading Comprehension Scores for 6TH Graders Research Proposal: The purpose of this study is to determine how implementing text marking strategies impact 6th grade students reading comprehension. Middle School students will be asked to demonstrate and identify key ideas utilizing the text-marking strategies. Observations of those results will determine if any impact is shown on students reading scores. It is required by the Common Core State Standards that students analyze and evaluate texts beginning from grades 1 to 12. Making sense of a text is a process that involves decoding, predicting, questioning, clarifying and comparatively analyzing what is read. Students do not know how to identity key concepts in reading text(s). This research hopes to ascertain whether or not text-marking strategies improve student-reading comprehension. Research Question: How does teaching students to mark the text impact student reading comprehension of Grade 6 curriculum? Problem Statement The problem of the study is that 6th grade students in the researchers instructional settings have low reading comprehension below the national average. Reading difficulties create educational difficulties in all subject matters, which in turn lead to social and economic disadvantages. The writer inte. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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