Reading Apprenticeship > Our Approach
Reading Apprenticeship: Why It’s Different
Four dimensions–social, personal, cognitive, and knowledge-building–are integrated into subject-area teaching and developed through metacognitive conversation that explores students’ thinking processes. Students think and talk about how they learn as well as what they learn.
This collaborative work takes place within the context of extensive reading — increased in-class opportunities for students to practice reading in more skillful ways.
Integrate Social-Emotional Learning Throughout Academic Curricula and Classroom Culture
Today’s secondary and college students need strong literacy skills, subject-area knowledge, self-direction, and curiosity to succeed. Reading Apprenticeship opens opportunities for all students, giving them new ways of reading, writing, thinking, talking, and reasoning in supportive classroom environments.
Teachers using the Reading Apprenticeship approach learn to model discipline-specific literacy skills and establish routines for discussion and collaboration that tap students’ own experiences.
Teaching students to understand their own thinking processes enables them to take control of their learning and build academic identities as problem solvers who persevere.
See how Reading Apprenticeship works in a Dixon High School Honors U.S. History classroom
Reading Apprenticeship works because it is created, and continuously improved, by teachers and researchers working together to meet the needs of today’s students, standards, and learning environments.
Linda Friedrich, Director of Literacy at WestEd