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Running head: LITERATURE REVIEW 1
Literature Review
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LITERATURE REVIEW 2
Literature Review
In many institutions, like the Kentucky School District, learning to read is one of the
most crucial skills for pupils in the third grade. This ability gives prospects for academic and
occupational success, and it is a fundamental basis for school-based learning. Children's
primary concentration before the third grade is usually learning to read. After the third grade,
the emphasis shifts to learning via reading. As a result, children who are unable to read at
grade level by third grade have trouble understanding written content, which is an essential
aspect of the educational process in subsequent years. As a result, pupils who struggle to read
will find it more challenging to meet the higher educational obligations. The purpose of this
study is to see if third-grade reading levels may be used to predict future educational
outcomes, such as high school graduation. According to studies, one out of every six students
who cannot read proficiently in third grade do not complete high school (Hernandez, 2011).
This rate is four times higher than that of competent readers (Hernandez, 2011). Children can
use close reading skills to help them analyze a book in-depth and grasp why certain features
in the text are essential via a number of reads. The impact of close reading practices in a
third-grade classroom on reading comprehension levels in the Kentucky School District will
be investigated in this study.
Close reading practices are unquestionably required for the Kentucky School
District's increasingly literate culture. It is also a necessary ability for success in the Kentucky
School District for students. The traditional age-grade progression of kids from elementary to
middle to high school and beyond implies that all students will read at ever greater
competency levels after a particular age, often third grade (Hernandez, 2011). As a result,
kids who do not have the requisite reading abilities for their grade level frequently lag behind
their classmates, making it impossible to catch up without intense coaching. As a result,
graduating from high school is difficult for them. When kids struggle with reading concepts

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LITERATURE REVIEW 3
in third grade, they are at a considerably higher risk of having reading problems later in their
schooling. This reduces their chances of graduating from high school.
Close Reading
Many studies have connected close reading to considerable increases in reading
competency, whether the learner is a struggling or advanced reader, and find close reading to
be a vital component of college and job preparedness (Fisher & Frey, 2012). Close reading
can be taught through shared reading, literature circles or discussion groups, interactive
teacher read-aloud, and guided reading (Snow & O'connor, 2016). Close reading necessitates
deciphering the hidden links that exist inside and between phrases (Mesmer & Rose-
McCully, 2018). This reading style is appropriate for children of all ages because it allows
them to practice methods like relying on past information, establishing connections, detecting
what isn't addressed in a book, and understanding the author's words (Saccomano, 2014).
Building a good foundation in reading begins with developing learners' capacity to read more
intently at a young age (Baker & McEnery, 2017). Close reading may be introduced by
rereading a brief amount of material through many readings and instructional activities. This
will inspire students to read and reread texts with the intention of examining and analyzing
them for a variety of reasons.
Teachers must use scaffolding and conversation to guide students' development of the
abilities required to fulfill the demands of complicated literature. Strong questioning tactics
will improve rigor and assist students in linking their past knowledge about a topic. Less
frontloading before reading; more text-dependent questions during a reading that target a
whole range of standards; and oral response, not just written evaluation, following reading
are all things teachers require (Boyles, 2014). As a result, a lack of vocabulary contributes to
the understanding challenges that many schools face today. Reading comprehension is often a

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Anonymous
Awesome! Perfect study aid.

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