Close reading: What is reading for?

Eppley, Karen

doi:10.1080/03626784.2019.1631701

Cited by 6 publications

(4 citation statements)

References 29 publications

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“…Por eso el reto de las instituciones educativas es claro: formar y desarrollar la personalidad polifacética de los educandos (Eppley, 2019). Y también es ineludible el reto que tienen los Estados, los gobiernos y todas las autoridades de todos los países: fortalecer las instituciones educativas, respetando la dignidad de los maestros y maestras, mejorando sus condiciones económicas, personales, sociales, profesionales, culturales, políticas y laborales.…”

Section: La Lectura En El Desarrollo De Las Capacidades Volitivasunclassified

La lectura en el desarrollo de la personalidad: un ensayo de reflexión

Huiza-Soto

2023

IBEROEDS

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Uno de los objetivos fundamentales de la educación es formar y desarrollar la personalidad de los educandos para que puedan vivir en sociedad y triunfar en todos los campos de la actividad humana. Esta formación y desarrollo de la personalidad no pueden prescindir del desarrollo de las capacidades cognitivas, afectivas y conativas de la personalidad; por el que la lectura es un factor fundamental del desarrollo de dichas dimensiones. La lectura amplia, profundiza y eleva nuestro conocimiento de la realidad, convirtiendo nuestros conocimientos sensoriales y espontáneos en conocimientos racionales, sistemáticos, teóricos, científicos y filosóficos, no sólo para entender la naturaleza de nuestra realidad sino para dar sentido a nuestra producción e interacción social. Del mismo modo, desarrolla nuestra sensibilidad social, ética y estética, transfor- mando nuestras emociones psicológicas en sentimientos sociales, generando la comunión humana como condición fundamental de nuestro desarrollo; puesto que nadie puede desarrollarse al margen de la sociedad y en contra de ella. Y, finalmente, la lectura forma nuestra capacidad conativa enriqueciendo nuestros ideales por una vida mejor, por una sociedad más justa, por un futuro cualitativamente diferente y superior, inspirándonos a ser creativos e innovadores de nuestra realidad. Sin embargo, la comprensión lectora, ha sido estudiada sólo desde el punto de vista cognitivo como condición y capacidad imprescindible para lograr los aprendizajes significados en todo el proceso educativo. Razones por las cuales, en la presente ponencia, vamos a abordar la comprensión lectora como un factor que forma y desarrolla la personalidad en todas sus dimensiones.

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Section: La Lectura En El Desarrollo De Las Capacidades Volitivasunclassified

La lectura en el desarrollo de la personalidad: un ensayo de reflexión

Huiza-Soto

2023

IBEROEDS

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“…Moreover, it is far from clear that close reading is appropriate, in general, for all texts or for all reading purposes (Brewer, 2019; Eppley, 2019). Detailed text analysis will seem pointless to readers who want to make immediate use of the information that a text provides and have no cause to question the interpretation that occurs to them by default.…”

Section: Distinctive Features Of Literary Textsmentioning

confidence: 99%

Building and Justifying Interpretations of Texts: A Key Practice in the English Language Arts

Deane

2020

ETS Research Report Series

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A key instructional goal of English language arts instruction is teaching students to read and interpret complex literary texts. This report reviews the literature on the development and pedagogy of literary analysis skills. It analyzes literary analysis skills as a key practice, a bundle of disciplinary skills and strategies that form a key target for instruction. This practice focuses on applying a variety of strategies for building textual interpretations, including strategies for deepening comprehension, inferring the author's purpose, considering multiple perspectives, connecting text to context, generalizing and applying themes, and participating in cultural conversations about texts. It also identifies a sequence of activities that define literary interpretation as a social practice and identifies key goals and subgoals for those activities. If literary analysis is viewed as a key practice, it requires participants to habitually engage in the following practices: (a) read and reread texts to find cues that suggest new possibilities for interpretation, (b) participate in interpretive discussions of literary texts, (c) use writing both as a tool to support interpretive work and as a means to communicate interpretive arguments, and (d) maintain an openness to new interpretations and a willingness to revisit previous interpretive conclusions in the light of new evidence. The evidence indicates that this is a late‐developing practice, typically acquired during high school and never fully mastered by a large proportion of the population, though it can be encouraged and fostered in the upper elementary and middle school years with effective instruction.

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“…The purpose of reading is reduced to finding evidence to support claims. The prevalence of this method of reading instruction leaves multiply-marginalized students particularly vulnerable to enduring reading instruction that fails to prepare them to meet the challenges they face in a white supremacist ableist country, “Reading has a critical role to play in engaging children’s imaginations about how things could be otherwise; how local, regional, national, and global communities might be more socially and ecologically just” (Eppley, 2019, p. 352). Rosa, understanding the importance of engaging students in social justice–driven and culturally sustaining pedagogies (Paris & Alim, 2017), resisted the pedagogic squeeze when she advocated for an adjusted timeline and literacy objectives that reflect the curricular flexibility needed to design meaningful instruction for multiply-marginalized students.…”

Section: Introductionmentioning

confidence: 99%

“…One example of “pedagogic squeeze” is the increased use of close reading strategies to prepare students for high-stakes testing. The Common Core State Standards (CCSS) “positions evidence extraction as the purpose for reading in school and is clear that close reading is the means by which this should occur” (Eppley, 2019, p. 340). The purpose of reading is reduced to finding evidence to support claims.…”

Section: Introductionmentioning

confidence: 99%

Counternarratives as DisCrit Praxis: Disrupting Classroom Master Narratives Through Imagined Composite Stories

Locke

Guzman²,

Hallaran

et al. 2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: In disability critical race theory (DisCrit) Classroom Ecology, Annamma and Morrison (2018a) offered invaluable direction for teachers by proposing constructs that address racism and ableism within the foundational components of the classroom—curriculum, pedagogy, resistance, and solidarity. These liberatory lenses offered a critical framework to conceptualize and achieve DisCrit-aligned teaching and learning. However, as of yet, critically conscious classroom teachers who seek to make DisCrit live in spaces that serve multiply-marginalized students have no map to operationalize theory into practice. To support the enactment of DisCrit Classroom Ecology, scholarship must authentically partner with classroom teachers who are working with and who have influence over the educational trajectories of multiply-marginalized students. Objective: This article builds on lived practice and imagines liberatory praxis through the use of counternarratives as a methodological process. Presented in the form of three composite stories—a method of Critical Race Theory—practitioner-scholars and teacher-activists explore the potential of DisCrit Classroom Ecology constructs within literacy spaces across grade levels. Rather than asking how DisCrit informs classroom practice, these collaboratively developed composite stories explore how the praxis of teachers aligned with DisCrit can illuminate, operationalize, and expand theory. Participants: The three composite stories were codeveloped by six authors: three white practitioner-scholars and three activist teachers of color. Collectively, the pairs identified master narratives experienced in the teacher-activists’ actual classrooms, which each serve multiply-marginalized students. Research Design: This article applies counternarratives as both research methodology and a professional learning tool. Specifically, the coauthors developed three composite stories, based on participants’ lived experiences and relevant theory, to operationalize the constructs of DisCrit Classroom Ecology and interrogate master narratives surfacing in their classrooms. The six coauthors used the collaborative generation of composite stories to explore counternarratives as a tool for critically conscious praxis. Conclusions and Policy Recommendations: DisCrit affirmed actions rooted in solidarity and resistance that the teacher-activists hadn’t yet named as such and empowered them to apply the lens to more aspects of their practice. Teacher education and professional learning should include exploration of DisCrit and encourage the operationalization of DisCrit Classroom Ecology. Additionally, schools must resist the narrowing of curriculum and pedagogical rigidity that undermine solidarity with students served and reproduces deficit-oriented master narratives. Finally, education scholars need to reposition their research to not just include, but also actively learn from teachers, especially teachers of color whose lived experiences more often mirror the lived experiences of students with multiply-marginalized identities.

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Close reading: What is reading for?

Cited by 6 publications

References 29 publications

La lectura en el desarrollo de la personalidad: un ensayo de reflexión

La lectura en el desarrollo de la personalidad: un ensayo de reflexión

Building and Justifying Interpretations of Texts: A Key Practice in the English Language Arts

Counternarratives as DisCrit Praxis: Disrupting Classroom Master Narratives Through Imagined Composite Stories

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