Reading

The demand for evidence-based instructional practices has driven a large supply of research on adolescent literacy. Documenting this supply, Baye, Inns, Lake, and Slavin’s 2019 article in Reading Research Quarterly synthesized far more studies, with far more rigorous methodology, than had ever been collected before

To increase reading volume and help students access challenging texts, the authors propose a four-dimensional framework for text sets.

Many teachers feel that students should not struggle with text; instead, they should read easier texts in order to learn from them and make adequate growth in reading.

Knowledge plays an inarguably critical role in reading comprehension. When considering the science of reading, it is important to engage with varying theoretical frameworks and empirical research that inform our collective understanding regarding the intersection of knowledge and literacy in K-12 classrooms.

Investigating Disciplinary Literacy provides practical, research-based guidance for teachers seeking to strengthen students’ reading, writing, and communication skills in subjects from the humanities to the sciences.

Many educators in schools have coaching responsibilities. These literacy leaders, including reading specialists, teacher-leaders, literacy coaches, and administrators, are working to develop, implement, and sustain powerful schoolwide literacy programs.

Digital Literacies for Disciplinary Learning explores intersections of digital and disciplinary literacies across multiple learning contexts.

This much-awaited book offers a practical research-based framework for thinking about instructional leadership, along with the necessary resources and tools for improving practice.

What do you get when a high school English teacher, a middle school literacy coach, and an elementary school teacher realize that the old adage of “every teacher is a teacher of reading” misses the bigger picture?

In this article, Timothy and Cynthia Shanahan argue that "disciplinary literacy" — advanced literacy instruction embedded within content-area classes such as math, science, and social studies — should be a focus of middle and secondary school settings.

To create a coaching culture, school leaders have to make it a priority and support coaching at every level, and continuously. This article offers five "dos" and four "don'ts" for school leaders on how to support coaching at their schools, highlighting topics such as professional development for coaches, scheduling time for coaching, creating a shared vision, and keeping focus on goals.

Principals may not be experts in every subject area. But they can be instrumental in guiding disciplinary literacy efforts.

What design principles can inform teachers’ disciplinary literacy instruction? What does disciplinary literacy instruction actually look like across grade levels and content areas?

The coronavirus pandemic and school closures across the nation have exposed deep inequities within education: technology access, challenges with communication, lack of support for special education students, to name just a few.

This user-friendly book integrates up-to-date research on best practices into each chapter and includes vignettes, classroom activities, sample lessons, a list of children’s literature, and more

With an emphasis on developing students’ word consciousness–the knowledge and predisposition to learn, appreciate, and effectively use words–the book addresses three broad aspects of vocabulary learning and instruction

This mixed-methods study examines middle school students’ academic language development in the context of a year-long professional development project titled, Developing Content Area Academic Language (DCAAL).

Educators are aware of the need to promote students’ academic language to support text comprehension. Yet, besides teaching academic vocabulary, many educators continue to ask, What would this instruction entail?

Too many adolescent learners still struggle with reading. This much-needed guide shows how to support teachers in providing effective literacy instruction in the content areas, which can be intensified as needed within a multi-tiered framework

To increase reading volume and help students access challenging texts, the authors propose a four-dimensional framework for text sets.

Many teachers feel that students should not struggle with text; instead, they should read easier texts in order to learn from them and make adequate growth in reading.

Knowledge plays an inarguably critical role in reading comprehension. When considering the science of reading, it is important to engage with varying theoretical frameworks and empirical research that inform our collective understanding regarding the intersection of knowledge and literacy in K-12 classrooms.

Investigating Disciplinary Literacy provides practical, research-based guidance for teachers seeking to strengthen students’ reading, writing, and communication skills in subjects from the humanities to the sciences.

Many educators in schools have coaching responsibilities. These literacy leaders, including reading specialists, teacher-leaders, literacy coaches, and administrators, are working to develop, implement, and sustain powerful schoolwide literacy programs.

This much-awaited book offers a practical research-based framework for thinking about instructional leadership, along with the necessary resources and tools for improving practice.

What do you get when a high school English teacher, a middle school literacy coach, and an elementary school teacher realize that the old adage of “every teacher is a teacher of reading” misses the bigger picture?

To create a coaching culture, school leaders have to make it a priority and support coaching at every level, and continuously. This article offers five "dos" and four "don'ts" for school leaders on how to support coaching at their schools, highlighting topics such as professional development for coaches, scheduling time for coaching, creating a shared vision, and keeping focus on goals.

This user-friendly book integrates up-to-date research on best practices into each chapter and includes vignettes, classroom activities, sample lessons, a list of children’s literature, and more

With an emphasis on developing students’ word consciousness–the knowledge and predisposition to learn, appreciate, and effectively use words–the book addresses three broad aspects of vocabulary learning and instruction

This practice guide provides five recommendations for increasing the reading ability of adolescents.

Recent initiatives in the United States and United Kingdom have added greatly to the amount and quality of research on the effectiveness of secondary reading programs, especially programs for struggling readers.

The demand for evidence-based instructional practices has driven a large supply of research on adolescent literacy.