"For students encountering challenging academic materials and tasks, being shown what goes on behind the curtain of expert reading is especially powerful in helping them gain mastery." (Schoenbach, Greenleaf, Murphy, 2012).

Reading Apprenticeship promotes lesson design that puts reading, and the many opportunities it brings, to the center of classroom lessons.  In a Reading Apprenticeship  classroom, the act of making meaning through reading is shared between students in order to support comprehension and engagement.  The role of the teacher becomes critical as they support students to talk about how they are reading, the strategies they are using, the confusions they encounter and the connections they are making.  This page is designed as an overview of the Reading Apprenticeship model of teaching with links to more resources.  







ACTIVATING THE FOUR DIMENSIONS OF A CLASSROOM

A Reading Apprenticeship classroom focuses the dynamics of the classroom on the powerful ways in which experienced readers, well... read! By focusing on the Personal, Social, Cognitive, and Knowledge-Building Dimensions of the classroom, we can start to help students realize that literacy is a shared experience. 








METACOGNITION
The role of Metacognition in the Reading Apprenticeship classroom is crucial because it allows students to discuss their reading as a rich mix of skills and experiences.  Here, "participants become consciously aware of their mental activity and are able to describe it and discuss it with others," (Schoenbach, Greenleaf, Murphy,2012)


















READING AT THE CENTER OF STUDENT INTERACTION
Reading is a rigorous process through which meaning is made.  This process requires strategies and background knowledge that can be acquired through careful mentoring and supported practice.  As student make meaning together, they create strong bonds and find a personal stake in the content at the heart of the classroom.  Click on the image to the right for downloadable resources.  




"Making the invisible processes of strategic sense-making visible to the learner must take place during reading itself."


"To begin to build a repertoire of activities for reading comprehension, students need to have the reading process demystified." 

Reading and Discourse Strategies Lists



"To build a repertoire of text-based problem-solving strategies and stamina for thinking deeply about the meaning of what they read, students need abundant experiences of working to comprehend text in the company of others."