Article Reflection
The article that will be reviewed is “Close Reading in Elementary Schools”. The article is about a qualitative research on close reading and how it can be adapted by elementary schools.
The hypothesis that is being tested is whether close reading is an appropriate instructional routine for elementary students. The research methodology used by the authors is the observation of teachers from different grade levels, who taught different subjects and who are willing to explore close reading. The results of the study reveal the key features that must be addressed if close reading is to be implemented in elementary schools. The key features are short passages, complex texts, limited frontloading, repeated readings and text-dependent questions. The study also suggests that modifications should be introduced if close reading is to be adapted in elementary schools. It was agreed that texts should be more complex, that is, above grade level. Furthermore, passages for close reading should be short and of varying genres and type. Students should also be encouraged to re-read the texts and show evidence for their responses.
The topic of the research is very interesting and relevant. The authors did an excellent job of clearly explaining what close reading is at the start of the article. The operational definition of frontloading though is not explained clearly. The research hypothesis is explicit; thus, the readers know exactly what to expect from the study. One noticed however that there is an insufficient review of literature.
With regards to the methodology, the sampling procedure is explicitly defined. There is no bias among the participants observed. One thinks however that the number of participants observed could have been increased to come up with a more encompassing result. One understands though that a limitation that may have confronted the authors is the availability of teachers who truly understands the concept of close reading. On the whole, the design of the methodology is valid and it appropriately addresses the issues of concern.
With regards to the presentation of the results of the study, one appreciates the authors’ use of actual quotations from the teachers who participated in the research. The tangible experiences of the teachers that are included in the article provide the readers with a clearer view of the results. The analysis of the data gathered is presented in a manner that it could easily be understood by the readers, who may not necessarily be people from the academe. One acknowledges the authors’ inclusion of the kind of text dependent questions which can be raised to encourage students to be critical thinkers. The results of the study are reasonable and convincing.
The article did not include any suggestion for an appropriate future research which could further validate the findings of the study. The limitations of the study are also not properly addressed.
Overall, one enjoyed reading the article because of its informative value. It is the first article that one has read about close reading. It is a fairly new concept for teachers. If the suggestions given by the authors can be implemented in elementary schools, one thinks that it will greatly benefit elementary students and can better prepare them for the challenges of higher level education. One would recommend this article to teachers so that they can get a clearer grasp of the concept of close reading and its advantages for students.
References
Fisher, D., & Frey, N. (2012). Close reading in elementary schools. The Reading Teacher, 179-188.
