"As elegantly practical as it is theoretically elegant. It is a guided tour, as one examines the tools of expert teachers as they engage students in a journey that is aptly dubbed Reading Apprenticeship'learning how to become a savvy, strategic reader under the tutelage of thoughtful, caring, and demanding teachers.? P. David Pearson, University of California, Berkeley, and founding editor of the Handbook of Reading Research.
Reading for Understanding is a monumental achievement. It was a monumental achievement when it came out as a first edition in 1999, bringing years of rigorous reading research together in a framework for teaching that made sense in actual secondary school classrooms. Now, just thirteen years later, Schoenbach and Greenleaf have several randomized clinical trials and multiple on-going studies at their fingertips to demonstrate the effects of this approach for developing the reading and thinking of young people in our nation's middle and high school classrooms, as well as in community college classrooms. Their careful work on developing disciplinary literacy among all students represents a passion for and commitment to supporting students'and their teachers'in reading for understanding, which translates to reading for enjoyment, self-awareness, learning, and for purposeful and informed action in our society. Elizabeth Moje, Arthur F. Thurnau Professor and Associate Dean for Research, School of Education, University of Michigan
Reading Apprenticeship has proven to be an inspiration to Renton Technical College faculty and students alike. They have learned together to view themselves as readers in transformative ways, as they embrace powerful techniques to increase reading comprehension. The ideas and strategies in Reading for Understanding anchor this new and broad-based energy around reading and an enthusiasm among our faculty to model effective reading strategies for our students. Steve Hanson, President, Renton Technical College, Renton, Washington Reading for Understanding has the finest blend I have seen of research, strategies, and classroom vignettes to deepen teacher learning and help them connect the dots between theory and practice. Curtis Refior, Content Area Literacy Coach, Fowlerville Community Schools, Fowlerville, Michigan
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.
|Edition description:||2nd Updated ed.|
|Product dimensions:||8.40(w) x 10.90(h) x 0.90(d)|
About the Author
Ruth Schoenbach and Cynthia Greenleaf are co-directors of WestEd's Strategic Literacy Initiative (SLI) and the principal developers of the Reading Apprenticeship framework.
Lynn Murphy is SLI's director of materials development.
SLI conducts literacy research and manages an extensive program of professional development for teachers, administrators and literacy coaches, community college instructors, and teacher educators nationwide.
Table of Contents
Foreword vii P. David Pearson
Chapter 1 Engaged Academic Literacy for All 1
Chapter 2 The Reading Apprenticeship Framework 17
Chapter 3 The Social and Personal Dimensions: Building a Foundation for Engaged Learning 55
Chapter 4 Metacognitive Conversation: Making Thinking Visible 89
Chapter 5 Extensive Academic Reading: Extending Opportunities and Support 135
Chapter 6 Sustained Silent Reading+: Dedicating Time for Independent Reading 167
Chapter 7 The Cognitive Dimension: Assembling a Reading Toolbox 191
Chapter 8 The Knowledge-Building Dimension: Surfacing and Building Schema in the Disciplines 233
Epilogue Collaborating Beyond the Classroom 289
Assessment Appendix 293
Interests and Reading Survey 294
Student Learning Goals 299
Monitoring and Assessing Student Work 318
Curriculum-Embedded Reading Assessment (CERA) Guidance and Tools 323
Sustained Silent Reading+ (SSR+) Assessment Guidance and Tools 331
What Does a Reading Apprenticeship Classroom Look Like? 337
List of Downloadable Resources 339
WestEd and the Strategic Literacy Initiative 341
About the Authors 343
Subject Index 345
Name Index 357
Predicated upon the fundamental yet somehow still revolutionary idea that literacy is the root of all learning—and therefore every teacher is a teacher of reading—this volume thoroughly explains the basic principles of reading pedagogy; in short, readers construct meaning from texts by using specific strategies that facilitate understanding. The authors clearly explain the social, personal, cognitive, and knowledge-building dimensions of literacy and advocate (wisely) a metacognitive approach to support students as they learn how to learn. More importantly, the text overflows with practical strategies and techniques, some that target reading instruction within the context of a specific subject area (e.g., literacy instruction for science, math, history, etc.) and some that are suitable—with some modification—for most literacy instruction contexts. In addition, authentic “classroom close-ups” illustrate the use of these strategies in actual classrooms ranging from middle school to community college. An invaluable resource for teachers of all subjects at all grade levels, if you’re interested in helping your students become independent readers and learners, you will want to read this text.