摘要：Based on the emphasis from the English Language Arts Common Core State Standards, K-2 teachers are expected to provide students with close reading experiences with increasingly complex text. Because close reading as an instructional routine is in its infancy for early grades, we conducted a collective case study to uncover how teachers perceived implementing close reading in K-2. The overarching research question was: How do K-2 teachers perceive making instructional shifts with close reading. Participants included twelve K-2 teachers enrolled in a graduate course. Four data sources comprised: (a) teacher-generated analogies; (b) online reflections; (c) teacher-generated lesson plans; and (d) focus group transcripts. Data was coded for themes that reflected how participants were making instructional shifts with close reading. Three themes emerged: (a) choosing appropriate texts for close reading; (b) modeling close reading; and (c) scaffolding close reading. While participants reported applying strategies for close reading with students as young as kindergarten, they perceived many challenges. Understanding how teachers are implementing close reading in K-2 classrooms and the challenges they face provides valuable input for ongoing research and teacher professional development
