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Abstract

Fourth-grade students in the United States have notoriously experienced a fourth-grade slump in reading. This persistent trend has led researchers, school leaders, and teachers to seek ways to improve comprehension of expository text. Summarizing is a complex strategy that requires students to analyze, condense, and express information in their own words. This action research project explored the impact of three techniques (cloze summaries, graphic organizers, and paraphrasing) on students’ ability to summarize sequential text in writing. Explicit instruction led to marked growth in students’ ability to write summaries of expository text.

DOI

10.25148/lpr.009343

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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