Reading Apprenticeship is an approach to reading instruction that helps students develop
the knowledge, strategies, and dispositions they need to become more powerful readers. It
is at heart a partnership of expertise, drawing on what teachers know and do as discipline-
based readers, and on adolescents’ and young adults’ unique and often underestimated
strengths as learners. Reading Apprenticeship helps students become better readers by
R (!!#(!5-./(.-5#(5'),5,#(!A ),5,,.#)(5-51&&5-5 ),5-/$.5,5&,(#(!
and self-challenge;
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students;
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standings visible to the teacher and to one another;
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stacles and deepening comprehension of texts from various academic disciplines.
The Reading Apprenticeship
®
Framework
Reading Apprenticeship
Strategic Literacy Initiative
© 2017 WestEd
1
Reading Apprenticeship Framework
In other words, in a Reading Apprenticeship classroom, the curriculum expands to
include how we read and why we read in the ways we do, as well as what we read in
subject area classes.
Reading Apprenticeship instructional routines and approaches are based on a framework
that describes classroom life in terms of interacting dimensions that support reading
development:
Social: The social dimension draws on learners’ interests in peer interaction as well as
larger social, political, economic, and cultural issues. Reading Apprenticeship creates a
safe environment for students to share their confusion and difficulties with texts, and to
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Personal: This dimension draws on strategic skills used by students in out-of-school
settings, their interest in exploring new aspects of their own identities and self-awareness
as readers, their purposes for reading, and their goals for reading improvement.
Cognitive: The cognitive dimension develops readers’ mental processes, including
their repertoire of specific comprehension and problem-solving strategies. The work of
generating cognitive strategies that support reading comprehension is carried out through
shared classroom inquiry.
Knowledge-Building: This dimension includes identifying and expanding the knowledge
readers bring to a text and further developing it through personal and social interaction
with that text. Students build knowledge about language and word construction, genre
(5.2.5-.,/./,65(5."5#-)/,-5*,.#-5-*# #5.)55#-#*&#(A#(5#.#)(5.)5."5
concepts and content embedded in the text.
These dimensions are woven into subject area teaching through Metacognitive
Conversations
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in as they read. Extensive Reading—increased opportunities for students to practice
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Reading Apprenticeship
Strategic Literacy Initiative
© 2017 WestEd
9
2
Reading Apprenticeship Framework
1
Reading Apprenticeship is an approach to reading instruction that helps students develop the
knowledge, strategies, and dispositions they need to become more powerful readers. It is at heart
a partnership of expertise, drawing on what teachers know and do as discipline-based readers,
and on adolescents’ and young adults’ unique and often underestimated strengths as learners.
Reading Apprenticeship helps students become better readers by
● Engaging students in more reading--for recreation as well as for subject area learning and
self-challenge;
● Making the teacher’s discipline-based reading processes and knowledge visible to
students;
● Making students’ reading processes, motivations, strategies, knowledge, and
understandings visible to the teacher and to one another;
● Helping student gain insights into their own reading processes; and
● Helping them develop a repertoire of problem-solving strategies for overcoming
obstacles and deepening comprehension of texts from various academic disciplines.
In other words, in a Reading Apprenticeship classroom, the curriculum expands to
include how
we read and why
we read in the ways we do, as well as what
we read in
subject area classes.
Reading Apprenticeship instructional routines and approaches are based on a framework
that describes classroom life in terms of interacting dimensions that support reading
development:
Social: The social dimension draws on learners’ interests in peer interaction as well as
larger social, political, economic, and cultural issues. Reading Apprenticeship creates a
safe environment for students to share their confusion and difficulties with texts, and to
recognize their diverse perspectives and knowledge.
● Creating safety
● Investigating the relationship between literacy and power
● Investigating the relationship between literacy and social identity
● Investigating the relationship between literacy and status
● Sharing text talk
1
Adapted from Schoenbach, R., Greenleaf, C., & Murphy, L. (2012). Reading for understanding, 2nd ed.
San Francisco, CA: Jossey-Bass, Inc.
3
● Sharing reading processes, problems, and solutions
● Noticing and appropriating others’ ways of reading
● Noticing and appreciating cultural resources others bring to texts
Personal: This dimension draws on strategic skills used by students in out-of-school
settings, their interest in exploring new aspects of their own identities and self-awareness
as readers, their purposes for reading, and their goals for reading improvement.
● Developing reader identity
● Identifying out-of-school cultural resources that can support in-school literacy practices
● Developing metacognition
● Addressing affective dimensions of literacy learning that result from cultural mismatch or
pervasive negative stereotypes
● Finding or creating identification in de-raced texts
● Developing reader fluency and stamina
● Developing reader confidence and range
Cognitive: The cognitive dimension develops readers’ mental processes, including
their repertoire of specific comprehension and problem-solving strategies. The work of
generating cognitive strategies that support reading comprehension is carried out
through shared classroom inquiry.
● Getting the big picture
● Breaking it down
● Monitoring comprehension
● Monitoring affective responses
● Identifying life-based problem-solving strategies that can be applied to reading
● Using problem-solving strategies to assist and restore comprehension
● Setting reading purposes and adjusting reading processes
Knowledge-Building: This dimension includes identifying and expanding the knowledge
readers bring to a text and further developing it through personal and social interaction with that
text. Students build knowledge about language and word construction, genre and text structure,
embedded in the text.
● Surfacing, building, and refining schema
● Identifying relevant cultural funds of knowledge
● Building knowledge of content and words
4
● Building knowledge of texts
● Building knowledge of language
● Building knowledge of disciplinary discourse and practices
These dimensions are woven into subject area teaching through Metacognitive
Conversations--conversations about the thinking processes students and teachers engage in
as they read. Extensive Reading—increased opportunities for students to practice reading in
more skills ways--is the necessary context for this framework to succeed.
5
Setting the Social and Personal Foundations for Inquiry
75
Personal Reading
History Protocol
Individually and then together, team members reflect on high and low moments in their reading histories
and the implications for their work inquiring into their own reading and the reading of their students.
PURPOSE
The group understands that the Personal Reading History routine is an opportunity to reflect on
how people develop reader identities and what hinders or helps in that development. By sharing
their reader histories, team members will better understand the beliefs and attitudes about reading
development they bring to their work together. The activity will also help team members rehearse what
it might be like to bring the Personal Reading History into their classrooms.
INDIVIDUAL WRITING
Provide about ten minutes for team members to write individual responses to prompts about key
moments or events in their development as readers:
• What reading experiences stand out for you? High points? Low points?
• Were there times when your reading experience or the materials you were reading made you feel
like an insider? Like an outsider?
• What supported your literacy development? What discouraged it?
PARTNER SHARING
Explain that partners and then the whole group will share highlights from their journey to becoming
adult readers and subject area teachers. Allow six minutes for partners to share. Provide these guidelines:
• Take turns describing some highlights of your reading histories. Let one person speak without inter-
ruption, then discuss. Reverse roles after three minutes.
• Discuss commonalities and surprises in your histories.
• What were some similarities in your barriers and supports?
• What were some surprises?
GROUP DISCUSSION
The whole group debriefs these reflective partnerships. As in debriefing the Personal Reading History
in classrooms, it is important to make sure there is space made for participants to talk about reading
barriers and not to assume that reading has been easy and supported for everyone on the team.
• What ideas do you have about the impact of reading experiences in people’s lives?
• What ideas do you have about how reflecting and sharing our Personal Reading Histories may
impact our work as a team?
• How might teachers and students benefit from doing Personal Reading Histories in class?
*See also the discussion and protocol for classroom investigation of Personal Reading History in Chapter Three of Reading for Understanding.
TEAM TOOL 4.2
6
Reproduced with permission of the
copyright owner. Further reproduction prohibited without permission.
Father's butterflies
Nabokov, Vladimir
The Atlantic Monthly; Apr 2000; 285, 4; ABI/INFORM Collection
pg. 59
7
Reproduced with permission of the
copyright owner. Further reproduction prohibited without permission.
8
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
9
9
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
10
Capturing the Reading Process Notetaker
Reading Process Analysis
Individual Reading
Read silently as you would when you want to understand something. Use any strategies
you commonly use to make sense of text. (Pens and sticky notes are in the table boxes.)
Individual Think-Write
Take a few minutes to make some notes about the processes you used to make sense of
this text.
Even if you weren’t explicitly aware of them while you were reading, what strategies or
approaches did you use to engage with or make sense of the text? Where was the text
unclear? What did you do to make sense of it at that point? What problems remain,
ifany?
11
Our Reading Strategies List
The strategies our group used to make sense of the text:
Notes for getting started in the classroom:
12
106
Reading for Understanding
English teacher Doug Green
3
reverted to literature instruction instead of think-
ing aloud—more than he is happy remembering:
I found myself falling into explaining the short story to them rather than
talking about my thinking as I read the short story. It was really hard for me
to discipline myself to do that because one of the thinking strategies is mak-
ing connections to other things. And as soon as I start making connections
to other things, I lead myself very quickly into explaining the short story
instead of talking about my thinking techniques. That was hard to resist.
The idea of modeling a Think Aloud for her adult GED students gave
technical college instructor Michele Lesmeister the jitters. As she explains in
BOX 4.7
Using a Metacognitive Bookmark
PURPOSE
When teachers fi rst model metacognitive
conversation with a Think Aloud, many give students
a bookmark for keeping track of the common kinds
of thinking processes the teacher will be
demonstrating.
Students can use this same bookmark as a scaff old
for their own metacognitive conversations when
practicing with a partner.
As a scaff old, its use should fade as students become
more comfortable with metacognitive conversation
routines.
PROCEDURE
• Give each student a copy of the bookmark and
briefl y review students’ understanding of the various
categories and examples.
• Explain that as you Think Aloud, you will model
many of these. Ask students to listen for examples.
• Think Aloud, modeling metacognitive conversation.
• Invite students to describe some of the thinking
processes you used.
Let students know that they can use the bookmark
whenever they practice metacognitive conversation on
their own and with classmates.
Note: The bookmark is a sample only. Please adapt and revise it according to your subject area and student needs.
Sample Metacognive Bookmark
Predicng
I predict . . .
In the next part I think . . .
I think this is . . .
Visualizing
I picture. . .
I can see . . .
Quesoning
A queson I have is . . .
I wonder about . . .
Could this mean . . .
Making connecons
This is like . . .
This reminds me of . . .
Idenfying a problem
I got confused when . . .
I’m not sure of . . .
I didn’t expect . . .
Using fix-ups
I’ll reread this part . . .
I’ll read on and check back . . .
Summarizing
The big idea is. . .
I think the point is. . .
So what it’s saying is. . .
13
Health-Related
Variables
and
Academic
Performance
Among
First-Year
College
Students:
Implications
for
Sleep
and
Other
Behaviors
Mickey
T.
Trockel,
MS;
Michael
D.
Barnes,
PhD;
Dennis
L.
Egget,
PhD
Abstract.
The
authors analyzed the
effect
of
several
health
behaviors
and
health-related
variables
on
grade
point
averages
of
a
random
sample
of
200
students
living
in
on-campus
residenice
halls
at
a
large
private
university.
The
set
of
variables
included
exer-
cise,
eating,
and
sleep
habits;
mood
states;
perceived
stress;
time
management;
social
support;
spiritual or
religious
habits;
niunber
of
hours
worked
per
week;
gender; and
age.
Of
all the
variables
considered,
sleep
habits,
particuIlarly
wake-up
times,
accounted
for
the
largest
amnount
of
variance
in
grade
point
averages.
Later
wake-
up
times
were
associated
with
lower
average
grades.
Variables
associated
with
the
Ist-year
students'
higher
grade
point
averages
were
strength
training
and
study
of
spiritually oriented material.
The
number
of
paid
or
volunteer hours worked
per
week
was
asso-
ciated with
lower average
grades.
Key
Words:
academic performance, college
students,
grade
point
average,
health-related behaviors,
sleep
Improved
academic
performance
is
an
appropriate goal
for
college
health promotion
personnel,
just
as
improved
job
performance
is
a
desired outcome for
worksite
health
promotion professionals. A
common
measure
of
academic
performance
is
grade
point
average
(GPA),
and
determining
the
factors
that most
affect
it
is
important
to universities.
Good
grtdes
in
college
are
highly
related
to career success.t
Health behaviors potentially
affecting college
student
GPA
include
a
wide
range
of
actions
and
habits:
exercise.
sleep,
and
nutritional
habits;
development
and
use
of
social
support
systems;
time
and stress
management
techniques.
2
Health-related variables
in
addition to
other
physical,
emo-
tional, social,
and
spiritual health
itidicators
potentially
Mickey
T:
Trockel is
a
dloctoral
candidcate
in
the DJepartment
of
Communi7zty
Healtth,
University
of
Illinois.
Chamwpaign;
Michael
D.
Barnes
is
an
associate
professor
in
the
Department
of
Health
Sciences
at
Brigham
Youing
University
in
Provo,
Utah,
where
Dennis
L.
Egget
is
director
of
the
Statistical
Research
Center.
VOL
49,
NOVEMBER
2000
affect
college
students'
academic
perfornance.
Clearly,
it
is
not
possible
for one
study to
consider the entire range
of
health-related
variables that
are
potential
influences on
col-
lege
students'
GPAs.
In
this
study,
we analyzed the
effects
of
several
health-
r
elated variables
on
1st-year
college
students'
GPAs.
Although
several
studies
have
identified the influence
of
many
health-related
factors
on
academic
performance,
the
results
have
often
been inconsistent.
Furthermore,
college-
specific
information
regarding
academic
performance
and
its
relationship
to
health-related behaviors
is
rare.
3
Such
information
has
implications
for
developing
programs
and
services,
helping
colleges and universities retain
students,
improve students'
academic
performance,
and
reduce
the
resource
burden for
student
support
servicesi.
3 4
Previous
Studies
Exercise
A
few
researchers
have
evaluated the effect
of
exercise
on
university
students' academic
performance.
Turbow,
5
in
a
study involving
891
upperclassmen
and graduate
students,
found
students who
exercised
7
or
more
hours
per
week
obtained
significantly
lower grades than students
who
exer-
cised
6
or
fewer
hours
weekly
or
not
at
all.
However,
a
study
involving
710
students
at
California
State University.
Fres-
no,
6
was
unable
to show
a
significant
relationship between
academnic
achievement and
exercise.
The reasons
for
these
disparate
results
are
not
apparent.
Sleep
Habits
Reports
in the
literature implicate
a
negative
effect of
sleep
deprivation
on
college students' cognitive perfor-
mance.
7
One observer found
poorer
academic
performance
among university
students
whose
weekend sleeping periods
were
significantly
delayed compared with
weeknight
sleep-
125
14
COPYRIGHT INFORMATION
TITLE: Health-related variables and academic performance among
first-year college students: implications for sleep and
other behaviors
SOURCE: Journal of American College Health 49 no3 N 2000
WN: 0030602584004
The magazine publisher is the copyright holder of this article and it
is reproduced with permission. Further reproduction of this article in
violation of the copyright is prohibited.
Copyright 1982-2001 The H.W. Wilson Company. All rights reserved.
15
Evidence
I saw, heard, read...
Interpretation
I wondered, made a connection, thought…
16
134
Leading for Literacy
• Team Tool 6.4, Identifying Routines and Scaffolds Note Taker, then invites
teachers to review Reading for Understanding with a stack of sticky notes at
hand, tagging specific routines and scaffolds that could support their begin-
ning instructional goals.
• With those ideas from Reading for Understanding in mind, teachers fill in
a matrix that relates goals, content, texts, activities, the Framework, and
A Progression for Building
Metacognition in Shared
Class Reading
In this model sequence of metacognitive reading experiences that build students’ reading
independence, the first three activities occur once, and the others recur in increasingly refined
or increasingly expansive iterations.
Student Reading Survey
STUDENT GROWTH OF INDEPENDENCE OVER TIME
ONGOING SELF-ASSESSMENT AND REFLECTION
Personal Reading History
Capture the Reading Process
Create Reading Strategies List
Practice Think Aloud
Revise and update Reading Strategies List
Integrate disciplinary and other new strategies
into Think Aloud
Practice Talking to the Text
Revise and update Reading Strategies List
Integrate disciplinary and other new
strategies into Talking to the text
Practice Double-Entry and
other Metacognitive Logs
Use Think Aloud,
Talking to the Text,
and Metacognitive Logs
to practice new strategies
TEAM TOOL 6.3
17
