This exploratory case study used a mixed-methods pre-/post-intervention design to study the impact of an intervention on reading comprehension, annotation, and discussion quality. Five third-grade struggling readers who were part of a Tier 2 reading comprehension group were apprenticed into holding close-reading discussions of informational text. The teacher utilized an apprenticeship approach to provide explicit instruction and scaffolding to support four phases of close reading (discussion norms, main ideas, annotating text, discussion). Curriculum-based probes indicated that students improved their comprehension as measured by the total number of accurate main ideas recalled, the number of correct responses on quizzes, and the number and breadth of annotations. A standardized, norm-referenced measure of fluency (Reading Curriculum–Based Measurement [R-CBM]) and comprehension (MAZE) also showed improvements from fall to spring, with four of five participants changing levels from the winter to spring administration on the MAZE measure of comprehension. Discourse analysis revealed changes in discussion quality.

中文翻译：

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第2层初学者的理解说明：信息文本阅读的脚手架学徒

这项探索性案例研究采用干预前后干预措施的混合设计来研究干预措施对阅读理解，注释和讨论质量的影响。属于第2层阅读理解小组的五名三年级苦苦挣扎的读者被困于对信息文本进行近距离阅读讨论。教师利用学徒制方法提供明确的指导和支架，以支持四个阶段的近距离阅读（讨论规范，主要思想，注释文本，讨论）。基于课程的调查表明，通过回忆的准确主要思想总数，测验中正确答案的数量以及注释的数量和范围，学生可以提高他们的理解力。标准化的 规范参考的流利度（基于阅读课程的测评[R-CBM]）和理解力（MAZE）也显示了从秋季到春季的进步，五名参与者中的四位从冬季到春季的管理水平都从MAZE理解力水平变化。话语分析揭示了讨论质量的变化。