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Journal of Undergraduate Research

Keywords

reading strategies, secondary English classroom, reading

College

Humanities

Department

English

Abstract

This study sought to discover and analyze what students do as they read, and whether or not classroom instruction could help them read better. The initial survey, called a “Reading Road Map”, was given to the students to record what they thought and did as they read an article provided by the researcher. This initial survey was then contrasted with a secondary survey, another “Reading Road Map”, in order to discover if the thoughts and actions done by students while they read changed at all as a result of instruction. The instruction in the classroom was given after the initial survey and taught students a few useful reading strategies that they could use to help read and comprehend the text in the article that they were given. These reading strategies are: the use of text features to help students understand and make meaning from text, using word parts (such as prefixes and suffixes), using context clues to discover the meaning of a word, and annotating the text.

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