This study provided an in depth look at the benefits to the explicit teaching of an effective reading strategy, text annotation. A quasi-experimental research design study evaluated the effectiveness of the use of text annotation on sixth-grade students' reading and social studies achievement and overall reading confidence. The participants in this study consisted of 81 sixth grade students and 2 teachers. Quantitative and qualitative data were collected, analyzed, and compared. Fall and winter i-Ready benchmark scores were compared to analyze gains. Findings concluded: all students grew regardless of treatment thus requiring further research. Finally, students in the treatment group completed an online exit slip regarding their perception of the use of the strategy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]