Research & Evidence

Reading Apprenticeship Professional Development in Diverse Subject-Area Classrooms

Carnegie Corporation of New York, William and Flora Hewlett Foundation, Stuart Foundation • 2001–2004

This case study was designed to learn how teachers who participated in inquiry-based professional development incorporated Reading Apprenticeship approaches into their subject-area instruction, and how these literacy experiences in turn affected student reading achievement and engagement. The study found ongoing mentoring through Reading Apprenticeship improved student conceptions of reading, reading practices, and identities as readers and students. Frequently, these shifts in student conceptions were accompanied by improved course grades, decisions to take additional academic classes, and score increases on standardized tests of reading comprehension.