27
of accuracy and comprehension promote proficient reading abilities.
The close reading of complex text refers to the reading and rereading of a short passage at or above grade level. The current literature on close reading emphasizes “deep discussions” based on what the text means and not solely what it states (Fisher & Frey, 2020). Close reading involves students’ examination of the language in the passage as well as identifying the author’s craft and intent (ILA, 2021; Snow & O’Connor, 2013). A full or partial informational article, or even a brief excerpt from a narrative piece, would be sufficient for practicing close reading. The short passage should be carefully selected by the teacher so that the concepts, vocabulary, and inferences gleaned from the passage are likely to elicit cogent responses from students in their discussions about the text and in their written commentary after a few rereadings. Rereading the same passage for a variety of purposes is key to close reading procedures as well as text analysis. Therefore, close reading of the same piece of text may take place over several instructional sessions.
However, there is a gap in the research regarding preparing primary grade students to use complex texts (Ensley & Rodriguez, 2019). At the primary level, close reading is likened to shared reading in that it involves strong support by teachers as students engage with more challenging texts (Ensley & Rodriguez, 2019). Hinchman’s and Moore’s notion of a “staircase of complexity (2013) is inherent in scaffolding text analysis throughout the elementary grades: mounting a staircase begins with careful first steps. That staircase involves students actively comparing ideas within a text or across multiple texts and genres.
Reading comprehension is the integration of text-based ideas and the world knowledge the reader brings to the reading task. Therefore, comprehension processes vary according to text difficulty and why one is reading a particular text (Duke, Ward, & Pearson, 2021). When students demonstrate their comprehension, they make their thinking about what they’ve read known to others through ideas shared in discussion and even in what they write about the text they’ve read.
Close reading is always a part of the process of analyzing text. A one-time-read, inadequate and superficial for providing a focused analysis of what one reads, does not promote making inferences, interpretation, or higher level thinking. Proficient self-regulated readers often reread for clarity whether reading for an instructional task or for personal enjoyment. As they encounter a problem understanding what they’ve read, rereading a phrase, sentence, or section may add clarity to difficult vocabulary or concepts. Additional exposures to the words and concepts of a text give the reader opportunities to correct previous misconceptions (Mesmer, 2016).
Teachers encourage rereading of text when students struggle, or when they present an alternative purpose for reading a passage. When teachers scaffold reading assignments, they guide students to become more productive in their close reading so that students can respond orally, sharing their own thoughts and building on what others say about their understanding of the text. Fisher and Frey (2012) remind teachers of the “power” of close reading to assist students in deepening discussions about texts. Elementary readers increase their capacity for close reading when scaffolded instruction gives them the power to do so.
According to Thompson and Lyons (2017), analysis of a text requires detailed examination of the elements or structure of a text. The analysis takes place when the reader considers each of the component parts of a text to discover interrelationships in order to draw a conclusion. Text analysis can be applied to both narrative and informational texts. However, it is important to note that analysis of text is not equally appropriate for all texts. One way that students “engage deeply” with text is by analyzing it for the relationships within and across sentences (Duke, Ward, & Pearson, 2021).
.
\