Close Reading as an Instructional Practice for Reading Complex Texts Across Content Areas: Experiences of Teachers and Students in Norwegian Secondary Education.
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| Title: | Close Reading as an Instructional Practice for Reading Complex Texts Across Content Areas: Experiences of Teachers and Students in Norwegian Secondary Education. |
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| Authors: | Strand, Olaug1, Mossige, Margunn1, Berge, Ingeborg Margrete1 |
| Source: | Nordic Journal of Literacy Research. 2025, Vol. 11 Issue 2, p42-62. 21p. |
| Subject Terms: | *Reading comprehension, *Secondary education, *Teaching methods, *Critical literacy, *Psychology of students, *Teaching experience |
| People: | Fisher, John James, 1965- |
| Abstract: | Explicit reading instruction that helps students engage with complex texts has not been a priority in Norwegian upper secondary schools. Close reading is a potentially powerful tool for the reading comprehension of complex texts in which students examine the deep structures of a text through repeated readings, text-dependent questions, and conversations. In this study, we adapted a recognized close reading model described by Fisher and Frey (2012) to Norwegian classroom contexts. To determine whether close reading is a suitable instructional reading practice for Norwegian upper secondary students and identify potential modifications, we collaborated with a group of teachers to explore its implementation. A questionnaire and interview data from 13 teachers across university preparatory and vocational programs, along with 210 student responses from a survey, indicate that close reading, with some adjustments, is a beneficial reading practice for Norwegian students. Key findings highlight that teachers became aware of the importance of using texts that adhere to established criteria for complexity, as well as the significance of text-dependent questions. The students, in turn, expressed a positive attitude toward text-based conversations and the value of working systematically with a text to understand difficult content. [ABSTRACT FROM AUTHOR] |
| Copyright of Nordic Journal of Literacy Research is the property of Cappelen Damm Akademisk and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191469722 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191469722 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.23865/njlr.v11.7057 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 42 Subjects: – SubjectFull: Reading comprehension Type: general – SubjectFull: Secondary education Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Critical literacy Type: general – SubjectFull: Psychology of students Type: general – SubjectFull: Teaching experience Type: general – SubjectFull: Fisher, John James, 1965- Type: general Titles: – TitleFull: Close Reading as an Instructional Practice for Reading Complex Texts Across Content Areas: Experiences of Teachers and Students in Norwegian Secondary Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Strand, Olaug – PersonEntity: Name: NameFull: Mossige, Margunn – PersonEntity: Name: NameFull: Berge, Ingeborg Margrete IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 24641596 Numbering: – Type: volume Value: 11 – Type: issue Value: 2 Titles: – TitleFull: Nordic Journal of Literacy Research Type: main |
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