An analysis of the rationale and theoretical foundations of the Genius Discipline-specific Literacy Model and its use of SMARTvisuals to cue information-processing skills and strategies and focus attention on essential informational elements in high-frequency topics in history and the English language arts are presented. Quantitative data validating the impact on high-, typical-, and low-achieving students' breadth, depth, and accuracy of history knowledge and high-stakes writing assessments, and social validity of teacher and student perceptions of SMARTvisuals are reviewed.