Below is a link to an EdWeek article exploring the theory of reading (explicit and implicit) in the Common Core Standards. Very Wimsatt and Beardsley.
Historically, secondary school English teaching has pendulum swung between a version of New Criticism and a version of Reader Response.
What resonates with my own research is the dilemma they cite: “While the virtues of a close reading are many, there is no guidance given in this document for how students will create the questions, hypotheses, or interpretations necessary to generate an interesting claim about a text. ”