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This study examined the effects of instruction in purposeful reading and annotation on reading comprehension for 17 Advanced Placement Literature students in grade 12. Students received instruction on determining the purpose of their reading and annotating texts for comprehension, analysis, and response over a four week period. A pre-test established a baseline and post-test determined gains, which showed positive gains for most students and no change or decreases for others. While some improvement occurred

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api-305488606

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