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Purpose Statement

The purpose of my study was to determine if strategies such as making connections, questioning, or visualizing would increase student reading comprehension levels when drawing inferences.

Who?

All three of these strategies were implemented with all

24 students in my 5th grade classroom. This included special education

students, English Language Learners, and accelerated students.

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Why?

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This action research was being implemented because the skill of inferencing is a highly prioritized standard within my school's reading curriculum.  Inferencing enables students to truly have a deep understanding of the text. It also was implemented because on both a district and building level assessment, students did not score higher than 48% proficient on this standard. Meaning, that only 11 out of 23 students were able to accurately answer inferential questions. In fact, from mid-October to November, students have decreased 8% on the district reading assessment under this standard. As for qualitative data, students have also been unable to demonstrate the ability to infer in small and large group settings. Whenever asked to go beyond the text, students are puzzled and unsure of how to reach their answer. As a result, students have incorrectly answered many questions which require using text comprehension and inferences. By inferring what an author is communicating, a student will be able to understand the message the story is telling, develop a deeper understanding of the text, and draw conclusions about what the author may be saying.

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"The ability to pull meaning from the text in order to learn is the primary                definition of comprehension"                                                                                      

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