Publications & Downloads

ADOLESCENT LITERACY

Engaging Reading as an Inquiry Practice of Science

With examples from science classrooms, Cynthia Greenleaf explains key Reading Apprenticeship approaches that amplify the reciprocal nature of science and literacy instruction as exercises in inquiry. When literacy is properly understood as an investigation to construct meaning with and from texts, science texts, then—with their conceptual and linguistic complexity and multiple representations of ideas in the form of graphs, diagrams, data sets, and so forth—are perfect for stimulating authentic inquiry into the meaning of the ideas being presented.

  • Presenter: Cynthia Greenleaf
  • Venue: NSTA Virtual Conference: Connecting Literacy and Science with NGSS and Common Core
  • Date: August 6, 2014
  • Location: NSTA Learning Center (online)

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Apprenticing Adolescents to Academic Literacy in the Subject Areas:

The Reading Apprenticeship Instructional Framework

For diverse secondary students to become increasingly independent, capable, and critical in their thinking, reading, writing, and speaking in varied disciplinary domains and in the complex literacy tasks of daily life, they need learning opportunities that help them develop dispositions, text-based problem-solving capacities, discipline-based literacy practices, and resilient learner identities. In this presentation, Dr. Greenleaf shared the Reading Apprenticeship instructional framework and its research base, focusing on case studies of subject area classrooms and individual student literacy performances to demonstrate the framework and its impact on students’ growth toward engaged academic literacy.

  • Presenter: Cynthia Greenleaf
  • Venue: University of Auckland, Distinguished Visitor Seminar
  • Date: March 20, 2014
  • Location: Auckland, New Zealand

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Social-Emotional Learning Integrated with Academic Literacy Equals Secondary Students’ Common Core Success

This archived webinar helps teachers tap the social-emotional aspects of learning to reach diverse students: (1) How to engage students in the metacognitive conversations that introduce them to their own intriguing reading and thinking processes; (2) How to give students the learning experiences that build resilience, stamina, confidence, and competence; (3) How to integrate, and therefore accelerate, literacy and subject area learning (in science, history, and English language arts); (4) How the New Haven (CA) Unified School District implemented these strategies, and what teachers and students learned.
Link to the webinar

  • Presenter: Cynthia Greenleaf, Abby Noche
  • Venue: Schools Moving Up Webinar
  • Date: November 7, 2013
  • Location: Oakland, CA

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Lifting Lives, Voices, and Minds in the Disciplines through Reading Apprenticeship

In this keynote address to the Wisconsin State Reading Association (Milwaukee, February 7, 2013), Cynthia Greenleaf asks her audience to consider the “non-cognitive” tools of agency, persistence, and resilience that students will need to meet new standards and to “turn the tables” on what counts for learning: What was confusing? How did you figure that out?

  • Presenter: Cynthia Greenleaf
  • Venue: Wisconsin State Reading Association annual meeting
  • Date: February 7, 2013
  • Location: Milwaukee, WI

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Successful Literacy Learning for English Learners in the Era of Common Core

Professional Development and Classroom Practices

In this overview of the Strategic Literacy Initiative and Reading Apprenticeship, SLI co-director Cynthia Greenleaf incorporates a particular focus on how Reading Apprenticeship has been successful for promoting subject area literacy for English learners.

  • Presenter: Cynthia Greenleaf
  • Venue: Regional Educational Laboratory West, West Comprehensive Center's English Learner Collaborative
  • Date: May 29, 2013
  • Location: San Francisco, CA

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Literacy Instruction in the Content Areas

In the academic rustling before the emergence of the Common Core, Rafael Heller and Cynthia Greenleaf wrote an important monograph for the Alliance for Excellent Education, calling for discipline-based literacy instruction in secondary school. In this presentation, Heller and Greenleaf lay out their argument, bolstered with examples from the Strategic Literacy Initiative.

Read the related report: Literacy Instruction in the Content Areas: Getting to the Core of Middle and High School Improvement

  • Presenter: Rafael Heller, Cynthia Greenleaf
  • Venue: Alliance for Excellent Education
  • Date: June 12, 2007
  • Location: Washington, DC

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TEACHER PROFESSIONAL DEVELOPMENT

Designing Professional Development and Classroom Learning to Increase Student Agency, Literacy Achievement, and Learning

During her residence as University of Auckland Distinguished Visitor, Cynthia Greenleaf presented this seminar describing the Reading Apprenticeship research and design principles that engage teachers in sustained, collaborative inquiry into instructional content and student engagement and learning.

  • Presenter: Cynthia Greenleaf
  • Venue: University of Auckland, Distinguished Visitor Seminar
  • Date: March 18, 2014
  • Location: Auckland, New Zealand

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Building Teacher Capacity for Disciplinary Literacy Teaching

In this presentation at the U.S. Department of Education-sponsored annual meeting of the Striving Readers Comprehensive Literacy state project directors (Washington, August 22, 2013), Cynthia Greenleaf describes how the Reading Apprenticeship approach (central to two five-year ED-funded research studies—RAISE and Project READI) builds the capacity of secondary teachers to support even profoundly inexperienced readers to engage with complex disciplinary text.

  • Presenter: Cynthia Greenleaf
  • Venue: Striving Readers Comprehensive Literacy Program Project Directors’ Meeting
  • Date: August 22, 2013
  • Location: Washington, DC

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Fostering Engaged Academic Literacy for Adolescents through Literacy Apprenticeships in the Disciplines

Cynthia Greenleaf argues in this presentation at the International Reading Association that for all students, disciplinary literacy needs to build from metacognitive, inquiry engagements with texts. She describes teacher professional development, therefore, that helps teachers create such learning opportunities, based on their own metacognitive inquiry into their disciplines, texts, reading and discourse practices, student learning, and their own teaching.

  • Presenter: Cynthia Greenleaf
  • Venue: International Reading Association
  • Date: May 3, 2008
  • Location: Atlanta, GA

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RESEARCH STUDY REPORTS

Designing at the Crossroads of NGSS and CCSS

Text-based Investigations for Evidence-based Argumentation in Science

In this presentation to the National Research Council, Cynthia Greenleaf and Susan R. Goldman report on work with secondary teachers designing and implementing text-based science investigations to support students’ evidence-based argumentation, and, they argue, students’ increased reading engagement and competence. They offer a detailed example of one such investigation, developed as part of Project READI (Reading, Evidence, and Argumentation in Disciplinary Instruction), a project of the Reading for Understanding Initiative funded by the Institute for Education Sciences, U.S. Department of Education.

Read the related report: READI for Science: Promoting Scientific Literacy Practices through Text-based Investigations for Middle and High School Science Teachers and Students

  • Presenter: Cynthia Greenleaf, Susan R. Goldman
  • Venue: National Research Council Workshop on Literacy for Science
  • Date: December 9, 2013
  • Location: Washington, DC

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Enriching Science Instruction for Urban Youth

Project READI Iterative Design of Evidence-Based Argument Instruction Modules and Collaborative Design Research

This presentation by Cynthia Greenleaf at the American Educational Research Association annual conference (San Francisco, April 28, 2013) was part of a symposium describing the curriculum design work of Project READI (Reading, Evidence, and Argumentation in Disciplinary Instruction) in three disciplines, grades 6–12: literature, science, and history.

  • Presenter: Cynthia Greenleaf
  • Venue: American Educational Research Association annual meeting
  • Date: April 28, 2013
  • Location: San Francisco, CA

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Evidence-Based Argumentation as a Scaffolding for Advanced Reading Comprehension

This presentation by Cindy Litman to the Literacy Research Association, November 28, 2012, reports research from Project READI (Reading, Evidence, and Argumentation in Disciplinary Instruction) suggesting that interactive argumentation that takes the form of negotiating meaning about text, rather than as formal argument, is a rich context for argumentation inquiry and one that can potentially support all students to achieve high levels of academic literacy.

Read the related report: Evidence-Based Argumentation as a Scaffolding for Advanced Reading Comprehension

  • Presenter: Cindy Litman
  • Venue: Literacy Research Association Conference
  • Date: November 28, 2012
  • Location: San Diego, CA

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Crossing Borders, Blurring Boundaries

What Teachers Learn as Design Partners for Disciplinary Argumentation

This presentation by Irisa Charney-Sirott about Project READI (Reading, Evidence, and Argumentation in Disciplinary Instruction) (Literacy Research Association, November 28, 2012, San Diego), describes research about teacher growth that was supported by engaging teachers in an R&D partnership that honored and drew on their expertise. As teachers themselves inquired deeply into discipline-based argumentation, they came to see argumentation as a process rather than a product, and they identified promising practices for using evidence-based argumentation to build deeper reading comprehension among a varied student population.

  • Presenter: Irisa Charney-Sirott
  • Venue: Literacy Research Association Conference
  • Date: November 28, 2012
  • Location: San Diego, CA

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Integrating Literacy and Science Instruction in High School Biology

Impact on Teacher Practice, Student Engagement, and Student Achievement

At the annual International Reading Association conference, findings from an external evaluation of a randomized controlled trial of Reading Apprenticeship teacher professional development are reported by Cynthia Greenleaf and Thomas Hanson, members of the WestEd research team who contributed to the research design of the NSF-funded study. Teachers were found to change their instruction in ways hypothesized and students made significant gains on standardized tests in biology, reading comprehension, and English language arts, among other measures.

  • Presenter: Cynthia Greenleaf, Thomas Hanson
  • Venue: International Reading Association annual conference
  • Date: April 25-29, 2010
  • Location: Chicago, IL

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