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Close Reading: Research Articles

By Author: Sherry Roberts
Total Articles: 580

Dalton, B. (2013). Engaging Children in Close Reading: Multimodal Commentaries and Illustration Remix. Reading Teacher; 66(8), 642-649 doi:10.1002/trtr.1172
The article explains the basis of close reading as inferencing in which readers take action when they read. It involves relating what the reader knows what is in the text thereby constructing the understanding of the text. The complexity of a text required deeper inferencing to reveal more about it. Thus, the author identifies close reading as laying emphasis on analytic reading and using text-based evidence to interpret and make arguments about a text. The aim of the article is to explain the use of the technology-based approach in teaching children on how to undertake close reading on a text.
The author explains that close reading goes beyond the basic understanding of a text. The technology-based approach used in the study is hypertext commentary and illustrations remix. The technology-based approach in close reading by use multimodal hypertext with commentary and illustrations remix provides students with diverse ways of thinking about, critiquing, and expressing their understanding of both the written and illustrated text. Thus, close reading helps students develop interest and skills in analysis, critique, and responding to a text.
Fisher, D., & Frey, N. (2012). Close Reading In Elementary Schools. Reading Teacher, 66(3), 179-188. doi:10.1002/TRTR.01117
The study involved determining whether an after-school intervention focused on close reading procedures improves student achievement. There are many middle schools students who engage in intervention programs, but their effectiveness is limited. The researchers observed that close reading can be an effective intervention having benefits in increasing attendance, self-perception, and achievement. The authors define close reading as an investigation of a piece of text through several readings over multiple instructional lessons. Thus, students analyze the various aspects of a text by focusing on how the context and significance of word choice and syntax shape its meaning. The study involved participants in three schools having 438 students in grades 7 and 8. The assessments were in the first weeks of school and later near the end of the study. The results obtained show the importance of close reading in intervention programs.
Fisher, D., & Frey, N. (2014). Close Reading as an Intervention for Struggling Middle School Readers. Journal Of Adolescent & Adult Literacy, 57(5), 367-376. doi:10.1002/jaal.266
The study sought to establish the importance of close reading as an intervention for the struggling middle school readers. The researchers explain that close reading involves a critical analysis of a text, through repeated readings. The practice of close reading applies more in the secondary and the college levels, but the study focuses on implementing it in the elementary schools. The author identifies that the main purpose of close reading is to give the students an opportunity to incorporate the newly acquired information to the existing background knowledge. The other purpose is to build the required habits of readers when they approach a complex text. The study identifies that close reading cannot be effective by itself, but requires incorporation with other instructional practices. They include interactive read-aloud and shared readings, teacher modeling and think-aloud, guided reading, collaborative reading, and independent reading and writing. Close reading does not apply to all areas, but the reader’s purpose for reading determines its appropriateness.
Hinchman, K. A., & Moore, D. W. (2013). Close Reading: A Cautionary Interpretation. Journal Of Adolescent & Adult Literacy, 56(6), 441-450. doi:10.1002/JAAL.163
The purpose of the article is to encourage and inform the educators on how to plan instruction that helps students engage in close purposeful reading. Close reading is an element of literacy that requires instructional attention. Thus, the instructors should use methods that allow students understand the meaning and benefits of close reading. Close reading is a key aspect in the Common Core State Standards (CCSSS) reading standards. The standards have a great potential in literacy curriculum reforms.
The author examines the emphasis on close reading and explores the different representations about it. The CCSS has a special emphasis on close reading among students. However, the students who meet the standards do not undertake the close and attentive reading that helps them understand and enjoy complex texts.
The author identifies that close reading is the main aspect of reading in CCSS through many high-profile synthesis of literacy research ignore it. The approach of close reading involves analytic reading and examining meaning thoroughly and methodically. Theoretically, close reading is investigating a piece of literature to get as many details as possible. Some critics of close reading claim that the method is rigorous and objective in the extracting meaning of a text.
Serafini, F. (2013). Close Readings and Children's Literature. Reading Teacher; 67(4), 299-301. doi:10.1002/trtr.1213
The author explains that close reading is an aspect of CCSS involving reading and responding to texts. The article gives the history of close reading by associating it with the work of New Critics, Cleanth Brooks, and John Ransom among others. They emphasized on the structural and textual analysis of a piece of literature and excluded the responses of the reader and the author’s intention. At present, students use close reading to establish what the text says explicitly, to make inferences and cite textual evidence through writing or speaking. The author identifies that teachers have inefficiencies in developing the reader’s analytical abilities and focus on personal response. Readers should have a more active reading that is purposeful and objective driven for them to acquire proficiency in reading skills. Thus, close reading should reveal a coherent representation of what the text entails. It involves interpretation of words and phrases, analysis of structures of text, and understanding the reasoning of the author. Eventually, readers deepen their understanding of a text.

References
Dalton, B. (2013). Engaging Children in Close Reading: Multimodal Commentaries and Illustration Remix: Reading Teacher; 66(8), 642-649 doi:10.1002/trtr.1172
Fisher, D., & Frey, N. (2012) Close Reading In Elementary Schools. Reading Teacher, 66(3), 179-188 doi:10.1002/TRTR.01117
Fisher, D., & Frey, N. (2014) Close Reading as an Intervention for Struggling Middle School Readers: Journal Of Adolescent & Adult Literacy, 57(5), 367-376. doi:10.1002/jaal.266
Hinchman, K. A., & Moore, D. W. (2013). Close Reading: A Cautionary Interpretation. Journal Of Adolescent & Adult Literacy, 56(6), 441-450. doi:10.1002/JAAL.163
Serafini, F. (2013). Close Readings and Children's Literature. Reading Teacher; 67(4), 299-301 doi:10.1002/trtr.1213

Sherry Roberts is the author of this paper. A senior editor at Melda Research in professional writing services if you need a similar paper you can place your order for a custom research paper from writing services online.

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Author is associated with MeldaResearch.Com which is a global Custom Essay Writing and Term Paper Writing Company. If you would like help in Research Papers and Term Paper Help you can visit Custom Writing Service

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