Annotation: Every reader's superhero reading strategy
File(s)
Date
2015-03-11Author
Baumeister, Sharon Kay
Advisor(s)
Wright, Mary
Metadata
Show full item recordAbstract
I teach Sophomore English at an all-girls' college preparatory school. Promoting and
improving reading comprehension is a major curricular objective, and like many high school and
college teachers, I teach, assign, and encourage my students to mark-up their texts as they read to
annotate, believing that,in doing so, students will read more actively, connect with textual ideas,
retain information, and understand with greater depth. Do they? This research explored the
efficacy of text annotation as a means to facilitate engagement, retention, and comprehension. My
sophomores studied a variety of annotation models, learned how to annotate, completed a Reading
Habits Survey, annotated narrative excerpts while reading Charles Dickens's A Tale of Two Cities,
and reflected on the annotation process. The literature review and collected data suggest that
annotation is a useful strategy that fosters engagement and comprehension.
Permanent Link
http://digital.library.wisc.edu/1793/71257Description
Plan B Paper. 2015. Master of Science in Education- Reading--University of Wisconsin-River Falls. Teacher Education Department. 29 leaves. Includes bibliographical references (leaves 22-24).
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