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Literacy Professional Development

Framework Fuels the Need to Read

Strategies Boost Literacy of Students in Content-Area Classes

As educators grapple with the new demands of integrating literacy and subject area content instruction, the authors of this article suggest that inquiry-based professional development that leverages teachers’ expertise as readers, writers, and thinkers in their own discipline is an elegantly effective place to begin. They describe Reading Apprenticeship professional development in which teachers delve deeply into challenging disciplinary texts, uncover the thinking processes they use, and see that they already have more mental resources than they had realized for apprenticing students to disciplinary processes and hidden “rules” of reading in their subject areas.

AUTHORS
Ruth Schoenbach, Cynthia Greenleaf, Gina Hale
Learning Forward, Journal of Staff Development, October 2010

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From the Text

“In our work, we have found that beginning at the point of teachers’ disciplinary interests and expertise often opens a gateway to instructional transformation.”

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