Abstract
ABSTRACTThe Common Core State Standards shifted comprehension instruction to an analytic process commonly referred to as close reading. This multiple case study explored the academic discourse strategies of teachers and readers as they engaged in the practice of close reading. Framed by the Representation of Dialogue in a Joint Activity System, analysis suggested that educators embraced high-level questioning but neglected teaching readers how to examine texts flexibly through multiple perspectives. Additionally, like their teachers, readers had a rich questioning repertoire, but constructed meaning through a consensual but not exploratory process. The results of this study show promise in teacher questioning styles and illustrate the symbiotic nature of teacher and learner discourse styles. Moreover, findings add to the literature surrounding the complexities of classroom discourse.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
