In Part 1 of this blog I identified the challenge felt by many teachers about what to do when a close reading text proves to be too difficult for students. Unfortunately, this realization usually emerges after one or two attempts at close reading have failed—at least some of the students aren’t getting the message or don’t see how the author plies her craft to shape a reader’s understanding.

What’s a Teacher to Do?

Let’s unravel this challenge. A complex text is one that contains layers of information and may take multiple reads in order to be deeply understood.  Each read should focus on different aspects of the text including attempts to unearth central theme, word choice, language, structure, style, development of ideas, and author’s purpose. Teachers support success with each reading by focusing on a particular feature of the text, encouraging annotations, asking text-dependent questions, and encouraging collaborative conversations. How often these scaffolds occur depends on students’ success with the initial invitation. These are the scaffolds most students need to understand the complex text and also gain an appreciation for the power of close reading. But, what about the few who, at the conclusion of the close reading, are struggling?

What is the Teacher to Do Next?

Teachers must reassess student performance. What are the areas of challenge for these students?  What instructional contingencies can be shared, in a smaller group that will support their acquiring the information and knowledge about content, language, and style to gain the deepest understanding regarding what the text says and means, and, how it says it? ¹

One way to generate time for smaller groups with specific needs is to situate the close reading within a larger project the whole class may be working on. Then, as students work on the larger group project, time is created for working with the smaller group.

One option is to revisit the same text, but with more support from the teacher or a different purpose for close reading. Students can be invited to re-preview the text more closely to think about where in the text they might uncover particular information. A teacher might need to direct students to a certain paragraph or sentence. Or she might remind them of something learned earlier in text—or another recently read text. Or she might model how to search for information in this smaller group. The goal is to show them a way into the close reading window so they get a better idea of how to scrutinize the text.

Another option is to select a less complex text on the same topic and ask them to perform the same close reading tasks. But don’t stop there, once they have shown they can succeed with a more accessible text, have them return to the initial text and have another run at it. Even if, at the conclusion, a couple students still do not fully understand, they have learned more about the topic and the close reading process than if they had never struggled with any complex text.

One student I recently worked with in one of these smaller groups told me “My brain hurts from thinking so much, but I feel so smart.” His response calmed my worries about killing his motivation to read. Instead he now feels able to wrestle with a complex text.

Regardless of the instructional paths we take, our goal must remain constant: all students need to be able to learn to negotiate meaning from a range of texts, including texts that are genuine challenges for them.

Diane Lapp, EdD, Distinguished Professor of Education at San Diego State University (SDSU), is currently an English/literacy teacher and instructional coach at Health Sciences High and Middle School in San Diego, CA.  Also a member of both the California and the International Reading Halls of Fame, Diane can be reached at lapp@mail.sdsu.edu.

The ILA Literacy Research Panel uses this blog to connect educators around the world with research relevant to policy and practice. Reader response is welcomed via e-mail.