Description
The publication of the Common Core State Standards (CCSS) in June of 2010, produced a significant shift and emphasis on students reading complex text and text interpretation. Due to this shift, close reading has attracted a lot of attention. However, research is lacking on close reading in Grades 6-12, particularly the understanding of the process of implementation for teachers. The purpose of this study was to explore and examine teacher perspectives regarding close reading. Phenomenology was employed to describe the meaning and structure of the experiences of teachers who have experienced close reading in the classroom. A total of 11 teachers from the Southwest Region of the United States in grades 6 through 12, were randomly selected to participate in interviews. The research adds value to the lack of research, specifically teacher perceptions, on close reading in Grades 6-12, and attained a greater understanding of the process of implementation. The study also showed the ways in which close reading can challenge and benefit teachers and students, and support future professional development within close reading.
