Annotation for Reading Comprehension: Closing the Gap

Abstract

This study explores the effectiveness of teaching annotation strategies to improve reading comprehension in students who fall into identified achievement gap groups. Reading comprehension is measured by students’ ability to correctly answer text-dependent questions that require students to draw inferences from the text to answer. Students are also required to create a summary of the citing evidence from the text. Through classroom-based action research, this study finds that modeling annotation techniques, combined with providing corrective feedback, produced significant measured reading comprehension.