Description
This mixed methods study endeavored to examine the close reading knowledge, perceptions, and practices of high school teachers of English/language arts in the United States. Through a quantitative online survey, and two qualitative approaches—one-on-one interviews and reflective instructional logs—data was collected regarding how teachers felt about close reading and their understanding and application of CR-related instructional strategies. Participants in the initial quantitative phase of this study comprised 102 secondary teachers from across the United States who currently taught high school English/language arts. Ten of these participating teachers were then selected as volunteers for the second phase of the study, a qualitative model combining interviews with written reflections on experiences in the classroom teaching close reading. The goal was to elicit candid teacher responses about both the challenges and successes of teaching close reading and to tap into teacher perception and attitude about close reading instruction. Results of the study indicated that teachers had an overall high level of confidence about their CR knowledge, but were not always able to articulate the efficacy of various instructional approaches to CR. In addition, the data suggested that teachers highly valued CR and would welcome targeted, productive opportunities for further close reading professional development. Key Words: Close reading, mixed methods, secondary teachers, reading instruction
