English language learners (ELLs) are the fastest growing student subgroup in the United States, and public schools have the challenging task of teaching ELLs both English language and academic content. In spite of the attention given to improving outcomes for ELLs, the achievement gap between ELLs and native English speakers persists, especially in reading. Currently, 43 states have adopted the Common Core State Standards (CCSS; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) for language arts and English curriculum (Achieve, 2013). To address achievement gaps in reading, CCSS recommend a close reading procedure that involves repeated readings of a single complex text to increase student reading comprehension of expository texts. In this pilot study, the researchers examined the appropriateness of close reading procedures prescribed by CCSS for ELLs. Six high school ELLs participated in two units of study in an English as a second language U.S. history class that implemented close reading procedures. The researchers found no evidence of either improved reading comprehension or U.S. history content knowledge. The participants also reported a loss of motivation to read after participating in close reading.

中文翻译：

---

严格还是限制：检查高中英语学习者的仔细阅读

英语语言学习者 (ELL) 是美国增长最快的学生群体，公立学校面临着教授 ELL 英语语言和学术内容的艰巨任务。尽管已经关注提高 ELL 的成绩，但 ELL 与母语为英语的人之间的成绩差距仍然存在，尤其是在阅读方面。目前，已有 43 个州采用了共同核心州标准（CCSS；全国州长协会最佳实践中心和首席州立学校官员委员会，2010 年）用于语言艺术和英语课程（Achieve，2013 年）。为了解决阅读中的成绩差距，CCSS 推荐了一种仔细阅读程序，包括重复阅读单个复杂文本，以提高学生对说明性文本的阅读理解。在这项试点研究中，研究人员检查了 CCSS 为 ELL 规定的仔细阅读程序的适当性。六名高中 ELL 参加了两个单元的学习，英语作为第二语言的美国历史课实施了仔细阅读程序。研究人员没有发现任何证据表明阅读理解能力或美国历史内容知识都有所提高。参与者还报告说，在参与仔细阅读后，他们失去了阅读的动力。