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\"A teacher-tested, research-based resource for dramatically improving reading skills. Published in partnership with WestEd, this significantly updated second edition of the bestselling book contains strategies for helping students in middle school through community college gain the reading independence to master subject area textbooks and other material. Based on the Reading Apprenticeship program, which three rigorous \"gold standard\" research studies have shown to be effective in raising students' reading achievement. Presents a clear framework for improving the reading and subject area learning of all students, including English learners, students with special needs, as well as those in honors and AP courses. Provides concrete tools for classroom use and examples from a range of classrooms. Presents a clear how-to for teachers implementing the subject area literacies of the Common Core Standards. Reading for Understanding proves it's never too late for teachers and students to work together to boost literacy, engagement, and achievement\"-- Provided by publisher.

This study examined the effects of professional development integrating academic literacy and biology instruction on science teachers' instructional practices and students' achievement in science and literacy. The intervention consisted of 10 days of professional development in Reading Apprenticeship, an instructional framework integrating metacognitive inquiry routines into subject-area instruction to make explicit the tacit reasoning processes, problem-solving strategies, and textual features that shape literacy practices in academic disciplines. The study utilized a group-randomized, experimental design and multiple measures of teacher implementation and student learning and targeted groups historically unrepresented in the sciences. Hierarchical linear modeling procedures were used to estimate program impacts. Intervention teachers demonstrated increased support for science literacy learning and use of metacognitive inquiry routines, reading comprehension instruction, and collaborative learning structures compared to controls. Students in treatment classrooms performed better than controls on state standardized assessments in English language arts, reading comprehension, and biology.

This commentary invites Americans to confront what these authors view as the travesty that typically passes for literacy instruction for older youth in the United States who struggle with reading. In too many U.S. schools, these young people face an impoverished curriculum, receiving literacy instruction that is ill suited to their needs, or worse, receiving no literacy instruction at all. The authors invite Americans to consider, in contrast, teaching that helps young people to read a wide range of texts more effectively.They also ask Americans to reimagine instruction that acknowledges such young people and that helps them to acknowledge themselves, as thriving, literate, intelligent human beings with important contributions to make--including interpreting the First Amendment. In this article, the authors explain why they believe dramatic change is essential. They introduce one young man who struggles with reading but who has begun to thrive, and they consider the implications of the young man's growing success for future policy, research, and classroom practice.

This study drew on observations of 40 secondary English language arts, history, and science lessons to describe variation in opportunities for students to engage in argumentation and possible implications for student engagement and learning. The authors focused their analysis on two broad dimensions of argumentation tasks: (1) Instructional focus categorized tasks as learning to argue, arguing to learn, or interactive argumentation focused on evaluating different possible meanings and interpretations of text. (2) Inquiry space described the degree to which the question, possible claims, and knowledge and skills needed to accomplish an argumentation task were predetermined. Findings point to task characteristics as a potentially powerful influence on instruction and resultant student engagement. Although most of the argumentation tasks focused on arguing to learn, the authors found that both arguing-to-learn and learning-to-argue tasks were frequently based on predetermined questions, answers, and content. In contrast, interactive argumentation was generally shaped by student questions and interpretations. Using contrasting illustrations from observed lessons, the authors theorize about the role of inquiry space in argumentation teaching and learning. Given that students' interactive argumentation often revealed important argumentative reasoning, the authors argue for recognizing these activities as argumentation and exploring their potential in the development of argumentation literacy skills.

\"Leading for Literacy\" provides tools and real-life examples to expand the benefits of a literacy approach that sparks students' engaged reading and thinking across disciplines, from middle school through community college. A companion to the landmark \"Reading for Understanding,\" this book guides teachers, leaders, and administrators through the nuts, bolts, benefits, and stumbling blocks of creating Reading Apprenticeship communities that extend a culture of literacy beyond individual classrooms. This book explains how to generate authentic buy-in from teachers and administrators, use the Reading Apprenticeship Framework to turn reform overload into reform coherence, and create literacy teams, professional learning communities, and Reading Apprenticeship communities of practice that sustain an institutional focus on a student-centered, strengths-based culture of literacy. Key insights from Reading Apprenticeship practitioners across the country address how to get started, build momentum, assess progress, and build partnerships and networks across schools, districts, campuses, and regions. Persistently low levels of adolescent literacy continue to short-change students, contribute to discredited high school diplomas, and cause millions of students to drop out of high school and community college. Forty percent or more of community college students require remedial reading courses as college freshman. The researchers at WestEd's Strategic Literacy Initiative developed the Reading Apprenticeship Framework to provide educators with a proven path to improving literacy for \"all\" students, and this book provides clear guidance on bringing the framework to life: (1) How to integrate Reading Apprenticeship with existing reform efforts; (2) How to use formative assessment to promote teacher and student growth; (3) How to coach and empower teachers; (4) How to cultivate literacy leadership; and (5) How to provide long-term support for a strong content-literacy program. Nationwide classroom testing has shown Reading Apprenticeship to promote not only literacy and content knowledge, but also motivation and positive academic identity--leading to better student outcomes that reach beyond the classroom walls. \"Leading for Literacy\" lays out compelling ways to spread the benefits of Reading Apprenticeship, with practical guidance and real-world insight. [For \"Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, 2nd Edition,\" see ED533411.]

We use conceptual and empirical lenses to examine synergies between inquiry science and literacy teaching and learning of K-12 (kindergarten through high school) curriculum. We address two questions: (i) how can reading and writing be used as tools to support inquiry-based science, and (ii) how do reading and writing benefit when embedded in an inquiry-based science setting? After elaborating the theoretical and empirical support for integrated approaches, we discuss how to support their implementation in today's complicated curricular landscape.

In Reading Apprenticeships, teachers serve as \"master readers\" of texts, engaging in collaborative inquiry with students. Reading is demystified through metacognitive conversations that draw on readers' self-knowledge. Academically underperforming students gained an average of 2 years' reading growth in 1 academic year using the approach. (Contains 32 references.) (SK)

Two-thirds of U.S. high school students today are unable to read and comprehend complex academic materials, think critically about texts, synthesize information from multiple sources, or effectively communicate what they have learned. And in response, many teachers simply stop assigning challenging texts, opting instead to “deliver content” through lectures. For 25 years, though, the Reading Apprenticeship program has shown that when school and district leaders embrace a collective responsibility to provide effective reading and writing instruction, they can help subject-area teachers reflect on their own literacy practices and fundamentally rethink their approach to literacy instruction.