Research & Evidence

Teacher Learning and Student Outcomes in Reading Apprenticeship

Spencer Foundation and MacArthur Foundation • 1997–2000

In 1997, the Strategic Literacy Initiative began a three-year study of teacher learning, changes in classroom practice, and student achievement. Teachers in this study were cross-disciplinary teams of middle school and high school teachers. During the first two years of the study, they were involved in a professional development network for approximately 40 hours each year. The study found important shifts in teachers’ understanding of reading processes and text demands and the varied sources of difficulty they present for students. In addition, the study documented a richer repertoire of classroom practice among participating teachers related to reading in their content areas. These changes were associated with increased student reading achievement.