부산대학교 도서관

The 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. [ABSTRACT FROM AUTHOR]