“So what is wrong with this? It represents a very specific purpose of reading literature, a purpose that does not serve the reasons why all children read, not even all children destined to become college English majors, and it is backwards engineered to grade levels when students cannot be expected to have full fluency. What Common Core does is take reading literature and purpose it entirely to close textual reading, which is a tool of literary criticism, especially for the New Criticism school of analysis. In New Criticism, the text is treated as self-contained, and it is the job of the reader to investigate it as an object to be understood via the structure of the text and without reference to external resources such as history, culture, psychology or the experiences of the reader.
This stands in stark opposition to Reader Response criticism where the role of the reader in creating meaning not only cannot be set aside, but also is absolutely essential for the words on the page to have any meaning whatsoever. Louise Rosenblatt informed this school of thought by demonstrating that the process of reading is best understood as a transaction between the text and the individual readers who approach the task of reading it”