ABSTRACT 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.

中文翻译：

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探索共同核心时代的课堂话语：一个多案例研究

摘要 共同核心州标准将理解指导转变为通常称为细读的分析过程。这个多案例研究探讨了教师和读者在从事细读实践时的学术话语策略。以联合活动系统中对话的表征为框架，分析表明教育者接受了高层次的提问，而忽视了教会读者如何从多个角度灵活地审视文本。此外，像他们的老师一样，读者有丰富的提问能力，但通过双方同意但不是探索的过程来构建意义。这项研究的结果显示了教师提问风格的前景，并说明了教师和学习者话语风格的共生性质。而且，