Close Readings and Children's Literature

Abstract

The concept of close reading is an important consideration when addressing the Common Core State Standards. In addition, close reading permeates the CCSS and suggests a particular way of reading and responding to texts. Trying to help students become successful readers in both school based settings and in the world outside of school is still our primary goal as reading teachers. We need to develop our own understandings of the requirements for close reading in various contexts, be ready to demonstrate to our students what this type of reading entails, and provide resources and instructional support to ensure our students' success.

Analyzing Representations of Individuals with Disabilities in Picture Books

“…Over the past decade, practitioners and researchers have reshaped the teaching of close reading to acknowledge that readers make meaning not just within the four corners of the text but also through other factors such as prior linguistic and text experiences as well as the sociocultural context (Fisher & Frey, 2012; Serafini, 2013/2014). Recognizing that close reading requires an interaction between readers and texts, Lehman and Roberts (2013) advocate for a model of close reading that encourages the use of lenses of analysis.…”

The level of metacognitive monitoring with learners at higher elementary grade in processing informational texts in the subject of science depending on the type of educational curriculum

“…In terms of text processing we focus on e.g. attention (Serafini, 2013a;2013b), motivation (Gambrell, 2011;Roeschl-Heils, Schneider, Kraayenoord, 2003), the ability to solve problems (Braselton & Decker, 1994) or a scope of cognitive effort exerted in processing (Maki, Foley, Kojer, Thompson, & Willert, 1990). The study in the field of research reading with comprehension and metacognition bring rather consistent conclusions: metacognition plays a significant part in the quality of comprehenstion (Bransford, Brown, & Cocking, 2000).…”

Close Reading and Movement: A Lesson on Student Engagement and the Four Cs

“…For reading instruction, strategies such as close reading help students develop deeper meaning of words while using evidence from a given text to support student responses. Many researchers (Brown & Kappes, 2012;Dalton, 2013;Serafini, 2013;Roskos & Neuman, 2014) describe close reading as text analysis where rereading of the text is expected. Serafini (2013) suggested that prior to CCSS, teachers were more focused on students' personal responses to a reading instead of challenging students to analyze and understand more complex texts.…”

“…Many researchers (Brown & Kappes, 2012;Dalton, 2013;Serafini, 2013;Roskos & Neuman, 2014) describe close reading as text analysis where rereading of the text is expected. Serafini (2013) suggested that prior to CCSS, teachers were more focused on students' personal responses to a reading instead of challenging students to analyze and understand more complex texts. Reading strategies like close reading serve a valuable purpose, but may leave some students that are struggling readers or simply disengaged in reading instruction with little motivation to read, especially if the given text is either too difficult to independently read or on a topic that does not interest the student (Malloy, Marinak, Gambrell, & Mazzoni, 2013).…”