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Pub Date: |
2010-10-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Reading Comprehension; Literacy Education; High Stakes Tests; Apprenticeships; Secondary School Teachers; Professional Development; Reading; Literacy; Content Area Reading; Middle School Teachers; Intellectual Disciplines; Writing Across the Curriculum; Models; Reading Strategies; Control Groups; Reading Processes
Abstract:
Middle and high school teachers across academic disciplines face increased pressure to address the Common Core State Standards (CCSS) for English language arts and for literacy in history/social studies, science, and technical subjects. This means that the responsibility of preparing students to read, write, talk, and think critically about complex texts and across such texts is no longer just the English teacher's job. Most secondary teachers already feel rushed to cover the subject matter content that will be assessed on current high-stakes tests. Many also feel that their primary goal of helping students build deep disciplinary knowledge has been sacrificed to the demands of superficial content coverage. The suggestion that they teach reading and writing as well as disciplinary content seems an impossible addition to an already-packed syllabus. Because most secondary teachers have not been successfully prepared to teach reading in their discipline, many no longer see reading as a viable way for most students to learn. Solutions to the challenge of bringing reading into content-area classrooms are more complex than teaching a set of isolated generic reading comprehension strategies such as summarizing and questioning. Indeed, years of research on teaching teachers to use such reading comprehension strategies point to meager returns. Since 1995, the authors have developed a set of inquiry-based professional development tools that leverage teachers' expertise as readers, writers, and thinkers in their own disciplines. Through these inquiries, teachers learn to apprentice their students to the practice of reading and comprehending complex subject matter texts. This article discusses the Reading Apprenticeship instructional framework and accompanying professional development which help teachers support secondary students to develop positive literacy identities and engage productively with challenging academic texts. Teachers working with the Reading Apprenticeship model often see a dramatic, positive transformation not only in students' literacy, but also in their engagement and achievement in academic disciplines.
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Pub Date: |
2000-03-00 |
Pub Type(s): |
Reports - Descriptive; Speeches/Meeting Papers |
Peer Reviewed: |
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Descriptors:
Content Area Reading; High Schools; Inquiry; Knowledge Base for Teaching; Literacy; Middle Schools; Professional Development; Program Development; Reading Improvement; Reading Processes
Abstract:
For the past five years, colleagues in the Strategic Literacy Initiative at WestEd have been designing and implementing a professional development program focused on enabling teachers to build their understanding of the complexities of reading. In developing this program, centered around what they call a "Reading Apprenticeship" framework, the Initiative has been working collaboratively with cross-school networks of interdisciplinary site-based teams involving over 300 middle and high school content area teachers throughout the San Francisco Bay area. The goal for these professional development sessions is to assist teachers in building the internalized knowledge and experience base necessary for them to carry out the kind of long-range planning, refinement, and on-the-spot classroom problem-solving that expert teaching of reading within a content classroom demands. Rather than a professional development approach, the approach being developed is what is called a "generative model." It is generative in the sense that teachers engage in a series of highly-designed activities over time intended to challenge their conceptions of reading tasks and perceptions of students' reading, and to expand their knowledge from which they can then generate various solutions to assist students' reading development in their classroom. The center of the program is a guided and carefully structured inquiry process, or cycle of inquiry, built around what is called literacy learning cases. For the past three years, a study of teacher knowledge growth and change in the professional development networks has been carried out, and the program's case inquiry method appears to help teachers teaching content reading. Contains 20 references. (NKA)
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Pub Date: |
1999-00-00 |
Pub Type(s): |
Books; Guides - Classroom - Teacher |
Peer Reviewed: |
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Descriptors:
Class Activities; Classroom Techniques; Content Area Reading; High Schools; Literacy; Middle Schools; Reading Comprehension; Reading Improvement; Reading Programs; Reading Strategies; Student Needs
Abstract:
Many middle school and high school students have difficulty reading and understanding academic texts, which limits their ability to meet today's high learning standards. This guidebook addresses this quiet but growing crisis. Aimed at content area teachers in secondary schools, the guidebook describes a successful approach to helping students improve their literacy across all subject areas. The guidebook describes a program in which an entire freshman class in one urban high school increased its average reading scores by more than two years--piloted in San Francisco, the groundbreaking Academic Literacy program proved that it was not too late for teachers and students to work together in boosting literacy, engagement, and achievement. Easy to read and filled with classroom lessons and exercises, the guidebook shows teachers how they can create classroom "reading apprenticeships" to help students build reading comprehension skills and relate what they read to a larger knowledge base. It also discusses the strategies and support systems needed to implement and evaluate reading apprenticeship programs throughout a school. The guidebook can be a companion for educators ready to face the challenge of building reading into their content area teaching. Appendixes contain a curriculum overview of the first unit taught in the Academic Literacy course; and a discussion of evaluation instruments used. (NKA)
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