Still Too Close to Call: A Literature Review on Close Reading Interventions and Their Effects on Reading Outcomes in Grades 3–9

Close reading has recently gained popularity in schools to help students deal with complex texts. In this literature review, which includes 19 close reading studies, we analyze the operationalization of close reading approaches for students in grades 3–9 and provide an overview of the current research base. Close reading interventions systematically incorporated (1) rereading with meaning-focused goals, (2) pencil tasks, which predominantly involved systematic annotation approaches, and (3) text-dependent questions, typically focused on citing text evidence. Post-reading writing or discussion tasks were less systematically implemented, and several studies did not intentionally mention the use of complex texts. With regards to the current research base, the quality, quantity, and generalizability of available research is still limited for this age group, and findings are mixed. Close reading approaches that include appropriate levels of scaffolding (e.g., discussion prompts) may be promising, but the research evidence is limited.