Date of Award/Publication


Document Type


Degree Name

MS in Literacy Education



First Supervisor

Joellen Maples


This study compared how students comprehended text with a close reading versus a guided reading approach. Research was conducted with three fifth grade students. Data was analyzed on performance while participating in a close reading lesson and in a small group guided reading lesson. I found it is easier to identify skills students need support in in guided reading lessons, struggling readers feel more comfortable with text at their instructional level and teachers are untrusting in whole group close reading lessons. My implications encourage teachers to attend professional development on implementation of close reading lessons, collaboration of creating critical thinking questions for all reading instruction, and to ensure more than one type of reading approach is implemented in a classroom to accommodate all learners.

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