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Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, 2nd Edition

ISBN: 978-0-470-60831-9
384 pages
July 2012, Jossey-Bass
Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, 2nd Edition (0470608315) cover image

"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.

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Foreword vii
P. David Pearson

Preface xi

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

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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.

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July 10, 2012
How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms

Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, 2nd Edition

San Francisco, CA – When you wait twelve years to produce the second edition of a landmark book in the field of adolescent literacy, it had better be good. The authors of READING FOR UNDERSTANDING (Jossey-Bass, July 2012, ISBN: 978-0-470-60831-9, $29.95 / Paper / also available as an e-book) have taken the best-selling first edition’s research-based and now research-vetted Reading Apprenticeship® framework and brought it to life through a wide range of authentic classroom examples. Readers meet students from middle school through college—including English learners and those enrolled in AP, developmental, honors, mainstream, and technical courses. The examples clearly establish the role of Reading Apprenticeship in the context of discipline-specific instruction—from chemistry to geometry, U.S. history to biology, composition to nursing, and algebra to anthropology, English, and more. The result is a rich picture of how to engage resistant or defeated readers, build students’ sense of themselves as literacy problem solvers, and integrate effective literacy instruction into rigorous subject area instruction. Beyond examples, however, the book lays out the Reading Apprenticeship framework so clearly that its theoretical rationale, deep research base, and classroom-tested approaches serve as a reassuring model for teachers, administrators, and school boards.

Endorsed by leading reading researchers and educators at every level, READING FOR UNDERSTANDING presents a coherent framework and concrete examples for improving the reading and subject area learning of all students. Reading guru and University of California, Berkeley, professor P. David Pearson writes in the book’s foreword that it is “as elegantly practical as it is theoretically elegant. It is a guided tour, as one examine 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.”

Reading for Understanding describes the Reading Apprenticeship model for implementing what is now widely recognized as the key message of the Common Core State Standards: Every teacher is a reading teacher.  Three federally funded, randomized controlled studies—the gold standard of educational research—have found significant benefits for students exposed to the Reading Apprenticeship model, including improved attendance and grade-point averages, and higher achievement on reading comprehension and subject area standardized tests. In addition, Reading Apprenticeship is the anchor of a five-year Investing in Innovation (i3) grant from the U.S. Department of Education. This effort, Reading Apprenticeship Improving Secondary Education (RAISE), is underway in schools and districts in California, Indiana, Michigan, Pennsylvania, and Utah and will reach more than 400,000 students.

READING FOR UNDERSTANDING urges all secondary and college teachers to consider the ways reading is both used and taught in their classrooms, and provides the framework, examples, and strategies that will allow them to continue to rethink and refine their efforts.

Published in partnership with WestEd.

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