Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms

✍ Scribed by Cynthia Greenleaf, Ruth Schoenbach, Linda Friedrich, Lynn Murphy, Nika Hogan

• Publisher: Jossey-Bass
• Year: 2023
• Tongue: English
• Leaves: 387
• Edition: 3
• Category: Library

✦ Synopsis

Improve student outcomes in reading and literacy with the latest edition of this bestselling text

The newly revised Third Edition of Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms is the latest iteration of the best-selling, landmark book in the field of adolescent literacy. The book contains strategies for boosting the reading independence of middle, secondary, and college students.

Research conducted by NSF, IES, and OIIhas validated the model taught in Reading for Understanding, demonstrating its effectiveness in raising students’ reading achievement levels.

The authors teach a clear and concise instructional framework for students at all learning levels, from those with special learning needs to those taking honors and Advanced Placement courses. The book also includes:

• A direct correlation to disciplinary literacy, making the book an even more valuable resource in a wide range of classrooms
• Explanation of the social and personal dimensions for building a foundation for engaged learning
• Discussions of the value of setting aside dedicated class time for independent, silent reading

With collaboration tips that go beyond the classroom and advice on building a cognitive “reading toolbox,” Reading for Understanding is an indispensable resource for teachers at the Grade 6 and up, literacy coaches, reading teachers, community college instructors, and other school leaders.

✦ Table of Contents

Cover
Title Page
Copyright Page
Contents
Foreword
Preface
Acknowledgments
Chapter One Engaged Academic Literacy for All
The Context for Change
A Literacy Crisis?
A Cycle of Deficit Thinking
“Solutions” that Don’t Solve the Problem
Remediation Restart
Searching for Quick Fixes
Teaching around the Text
Protecting Them from Boredom
The Case for Optimism
Teachers’ Untapped Resources
Students’ Untapped Resources
Signs of Success: Changes in Students’ Literacy, Learning, and Identities
Notes
Chapter Two The Reading Apprenticeship Framework
What Is Reading?
About Reading
Social Support for Learning
Cognitive Apprenticeships
Reading Apprenticeships
Demystifying Reading: Making the Invisible Visible
Text-Based Discussion: Collaborative Meaning-Making
Developing Engaged, Strategic, and Independent Readers
Dimensions of the Reading Apprenticeship Classroom and Framework
Extensive Reading as the Context for Reading Apprenticeship
Metacognitive Conversation at the Center
The Social Dimension
The Personal Dimension
The Cognitive Dimension
The Knowledge-Building Dimension
Notes
Chapter Three The Social and Personal Dimensions: Building a Foundation for Engaged Learning
Starting from Day One
Building the Social Dimension
Building Relationships and Norms for Classroom Collaboration
Building Safety: It’s Cool to Be Confused
Building Belonging: Identifying and Building on Assets
Building the Personal Dimension
Why Read? Setting Authentic Purposes
Building Reader Identity
Building Agency, Confidence, and Dispositions for Learning
Assessing Effort and Growth
Notes
Chapter Four Metacognitive Conversation: Making Thinking Visible
Reading Happens in Your Mind
Introducing Metacognition
Thinking about Thinking
Capturing the Reading Process
Building a Reading Strategies List
Establishing an Inquiry Culture
Cultivating Metacognitive Conversation
Think Aloud Routine
Cultivating Collaboration
Collaborative Class Discussion
Partner Work
Small Groups
Deepening Disciplinary Uses of Metacognitive Conversation
Notice Thinking
Focus on Reading
Focus on Solving Reading Problems
Focus on Disciplinary Literacy Practices
Reflecting on Roles in a Metacognitive Classroom
Notes
Chapter Five Extensive Academic Reading: Extending Opportunities and Support
The Why of Extensive Academic Reading
The What of Extensive Academic Reading
Extending Time for Reading Disciplinary Texts in Class
Extending Levels and Access for Reading
Extending Student Choice
Extending Support and Accountability
Chapter Six The Cognitive Dimension: Assembling a Reading Toolbox
Making Problem Solving Explicit
Teaching Problem Solving in Reading
Applying a Selection of High-Leverage Reading Strategies
Chunking Text
Clarifying
Making Connections
Visualizing and Visual Texts
Questioning
Using Evidence
Getting the Gist and Summarizing
Predicting
Previewing
Helping Students Become Strategic and Critical Readers
Supporting Strategy Integration
Notes
Chapter Seven The Knowledge-Building Dimension: Surfacing and Building Schema in the Disciplines
Thinking Metacognitively about Schema
Surfacing, Building, and Refining Schema
Surfacing Schema
Building and Revising Schema
Exploring Different Types of Knowledge
Building Content and World Knowledge
Building Knowledge of Texts
Building Knowledge of Language
Building Knowledge of Disciplinary Discourse and Practices
Notes
Chapter Eight Disciplinary Inquiry: Reading, Reasoning, and Communicating for Disciplinary Purposes
Inquiry Is Central to the Disciplines
Designing Inquiries to Foster Disciplinary Literacy and Learning
Supporting Sustained Inquiry
Engaging and Supporting Students in Disciplinary Argumentation
Developing and Evaluating Claims
Making Reasoning Processes Visible
Making Argumentation Moves Visible
Developing Culminating Tasks
Designing Instruction for Disciplinary Argumentation
Turning Inquiry over to Students
Notes
Epilogue: Collaborating Beyond the Classroom
List of Additional Resources
About the Authors
Index
EULA