Apprenticing Adolescents to Reading in Subject-Area Classrooms
Author: Schoenbach, R., Braunger, J., Greenleaf, C., Litman, C. Publisher: Phi Delta Kappa Publication Date: 2003, October Journal: Phi Delta Kappan Journal Volume: 85(2) Full text available online at:http://www.pdkintl.org/kappan/k0310sch.htm
Abstract (written by WestEd):
The Reading Apprenticeship Framework embeds the process of teaching reading into the process of teaching subject-area content. Students become better readers by:
engaging in more reading;
watching teachers' discipline-based reading processes and knowledge made visible;
making students' own reading processes, knowledge, and understandings visible to the teacher and other students;
gaining insight into their own reading processes as a means of gaining strategic control over these processes; and
developing a repertoire of problem-solving strategies for deepening comprehension in various disciplines, including math, science, and history.
The RA Framework is composed of four dimensions tied together by the "metacognitive conversation":
Social dimension, which builds a reading inquiry community
Personal dimension, which creates a sense of personal agency
Cognitive dimension, in which students develop a comprehension toolkit
Knowledge dimension, in which students tap their background knowledge and extend their knowledge of content, text, and discourse.
Through the "metacognitive conversation," teachers and students connect the dimensions through the discussion and exploration of their personal relationships to reading in the discipline, their comprehension problems and cognitive strategies used to overcome them, the structure and language of texts, and the knowledge required to understand certain texts.
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