Research & Results
Since 1995, we have been conducting evidence-based research studies on Reading Apprenticeship and its impact. These research studies:
- Are designed for and with educators. From early school-based case studies to federally funded experimental research, all of the Reading Apprenticeship studies involve educators as advisors or co-participants.
- Continuously inform and improve our work. The study findings result in regular updates and improvements to the Reading Apprenticeship instructional approach and professional development offerings.
- Focus on teacher and student impact. The studies confirm that Reading Apprenticeship improves teachers' classroom practice and significantly impacts student engagement and achievement in reading and writing across content areas.
Learn more about our Reading Apprenticeship research studies below.
RAISE
Reading Apprenticeship Improving Secondary Education (2010–2015)
Funded by: Investing in Innovation Fund (i3), U.S. Department of Education
Methodology: Experimental, Formative
RAISE is a five-year effort that supports dissemination of Reading Apprenticeship disciplinary literacy professional development to reach more than 2,500 high school content teachers and over 400,000 students in five states (CA, IN, MI, PA, UT). A randomized controlled study to investigate the efficacy of the Reading Apprenticeship approach and a mixed-methods study focused on issues involved in an implementation of this magnitude are in process. read more
Research results will be available in 2015.
Project READi
Reading for Understanding Across Grades 6-12: Evidence-Based Argumentation for Disciplinary Learning (2010-2015)
Funded by: Institute of Education Sciences, U.S. Department of Education
Methodology: Descriptive, Case Study, Experimental, Quasi-experimental
This study, known as Project READi (Reading, Evidence, and Argumentation in Disciplinary Instruction), will develop and elaborate a 21st century definition of "reading for understanding," developmentally across grades 6-12 and in specific disciplines (history, science, and English literature). In addition, the study will show what kind of student performances or products represent this kind of reading and how teachers can support students to read and perform in these ways. read more
Study results will be available in 2015.
Reading Apprenticeship Professional Development in High School History and Biology (2006-2010)
Funded by: Institute of Education Sciences, U.S. Department of Education
Methodology: Randomized controlled study
This randomized controlled study is investigating the effectiveness of incorporating Reading Apprenticeship instruction into regular content instruction in U.S. history and biology. The effectiveness of Reading Apprenticeship professional development, focused on the literacy and reasoning practices of the content areas, will be evaluated both in terms of teacher and student outcomes. read more
Study results will be available in 2010.
Read about the study on the Institute of Education Sciences website.
Reading Apprenticeship Academic Literacy Course and Its Effect on Reading Comprehension (2005-2008)
Funded by: Institute of Education Sciences, U.S. Department of Education
Methodology: Randomized controlled study
A national panel of literacy experts selected the Reading Apprenticeship Academic Literacy course as one of only two ninth-grade reading interventions to be evaluated in a rigorous national study funded by the U.S. Department of Education. Students and their teachers in 34 schools nationwide participated in this randomized controlled study, conducted by independent research agencies MDRC and AIR, to measure course implementation and student outcomes, including reading comprehension, persistence in school, course-taking patterns, and performance on high-stakes tests.
Findings from this study demonstrated that the Reading Apprenticeship Academic Literacy Course had a positive and statistically significant impact on students' reading comprehension scores — a 33% improvement over and above what the students would have achieved if they had not had the opportunity to attend the course. In addition, the course had a positive and statistically significant impact on students' grade point averages in core academic classes and their performance on state standardized tests. read more
Download a pdf of the final report
Integrating Reading Apprenticeship and Science Instruction in High School Biology (2005-2008)
Funded by: National Science Foundation
Methodology: Randomized controlled study
This research study tested the effectiveness of Reading Apprenticeship professional development in high school biology courses. The study specifically focused on the integration of reading instruction and science instruction in biology classes to understand Reading Apprenticeship's impact on teacher knowledge and skills, instructional practices, and on student achievement in science and reading.
The study found that teachers who participated in Reading Apprenticeship professional development were more able to integrate science and science literacy learning in classroom instruction. Further, students in the Reading Apprenticeship intervention classes were more motivated to read science materials than students in the control classes. read more
The final study report will be available in early 2010.
Reading Apprenticeship Professional Development in Diverse Subject-Area Classrooms (2001-2004)
Funded by: The Carnegie Corporation of New York, William and Flora Hewlett Foundation, and the Stuart Foundation
Methodology: Case Study
This 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. read more
Download a pdf of the study report
Increasing Student Achievement School-wide Through Reading Apprenticeship (2001-2004)
Funded by: The Carnegie Corporation of New York and Walter S. Johnson Foundation
Methodology: Case Study
The Strategic Literacy Initiative's professional development work in the greater Bay Area has provided data from two schools that have implemented Reading Apprenticeship school-wide. These schools, identified by the California Department of Education as academically underperforming schools, have documented rising Academic Performance Indices (API) that they attribute to Reading Apprenticeship.
Both of these school-level cases offer powerful models of school-wide, systemic change that involves both teachers and administrators working together. read more
Download a pdf of the study report
Reading Apprenticeship in Professional Development Networks (1999-2002)
Funded by: Stuart Foundation and Los Angeles Education Partnership
Methodology: Quasi-experimental, mixed methods
Strategic Literacy Initiative partnered with two networks, Bay Area Coalition of Essential Schools and Los Angeles Unified School District Humanitas Network, to offer Reading Apprenticeship professional development in diverse subject-area classrooms, and to analyze the impact of Reading Apprenticeship on student reading achievement.
Research data from both groups showed that students made statistically significant gains in reading scores as measured by their performance on the Degree of Power standardized test of reading comprehension, with the most rapid increases in achievement occurring among the two lowest scoring quartiles of students. read more
Download a pdf of the study report
Teacher Learning and Student Outcomes in Reading Apprenticeship (1997-2000)
Funded by: Spencer Foundation and MacArthur Foundation
Methodology: Quasi-experimental, mixed methods, case study
In 1997, Strategic Literacy Initiative began a three-year study of teacher learning, changes in classroom practice, and student achievement. Teachers in this study — cross-disciplinary teams of middle school and high school teachers — were involved in a professional development network for approximately 40 hours each year in the first two years of the study.
The study found important shifts in teachers' understanding of reading processes and text demands and the varied sources of difficulty they present for students, as well as documenting 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. read more
Download a pdf of the study report
Ninth-Grade Reading Apprenticeship Academic Literacy Course and Its Impact (1996-1999)
Funded by: Stuart Foundation, William and Flora Hewlett Foundation, and San Francisco Foundation
Methodology: Quasi-experimental, mixed methods, case study
This set of three linked studies documented the impact of an Academic Literacy course for 9th-grade students in an urban high school. The course was designed to accelerate students' engagement and skills in reading and responding to academic texts across disciplines.
In addition to significant changes in their attitudes and behaviors related to reading, students, across all ethnic groups, gained an average of two years growth in seven months as measured by a standardized reading test. read more
Download a pdf of the study report
Ninth-Grade Student Literacy Case Studies (1995-1997)
Funded by: Stuart Foundation
Methodology: Case Studies
Strategic Literacy Initiative researchers and teacher colleagues from three San Francisco Unified School District high schools created case studies of 30 9th-grade students to gain a more detailed sense of their reading histories, strengths, and challenges.
These case studies served to inform SLI's future work with teachers learning to support students' academic literacy development. read more