Promoting Close Reading With Digital Scaffolding in Middle School

• In Event: 31.076 - Technology in Literacy Education

Abstract

Most definitions of close reading call for attention to language in service of disciplinary objectives. But few approaches offer assistance on how to focus on language. Additionally, teachers often have few strategies for engaging students in close reading that focuses on language and meaning. This study reports on an instructional approach to close reading that drew on theoretical perspectives from systemic functional linguistics in the context of a larger literacy intervention. Responses of 50 teachers indicated that they learned multiple strategies for teaching reading, determined what to focus on during close reading, and how to engage in complex text analysis. Teachers also reported that close reading supported English Learners with strategies for approaching text-dependent questions, and through rich classroom discussions.

Authors

• Jenell Krishnan, University of California - Irvine

• Mary J. Schleppegrell, University of Michigan

• Penelope Collins, University of California - Irvine

• Mark Warschauer, University of California - Irvine