Reading to Learn: A Pre-K-12 Schoolwide Approach to Supporting Literacy Development and Academic Achievement

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Improve literacy development and academic achievement schoolwide by learning how to integrate a comprehensive approach to close reading of traditional and non-traditional texts across all disciplines, pre-K-12.

As a result of my training around Reading to Learn, my students now spend more time reading and writing, and as a result they have learned more math content. They have also started using the classroom texts to teach each other, as well as classroom vocabulary and terminology more than ever before.”

— Aaron Germana, High School Math Teacher, Kennebunk High School, Kennebunk, ME

Who Will Benefit

  • School and District Leaders
  • Curriculum Coordinators
  • Instructional Coaches
  • Preschool, Elementary, Middle, and High School Teachers
  • Content Teachers
  • Career and Technical Education Teachers

What You Will Learn

Teachers, teacher leaders, and instructional coaches will learn how to develop a consistent schoolwide approach to support literacy development through content instruction.

Over the course of professional learning, you will learn how to:

  • Use traditional texts to support literacy development and content learning
  • Use non-traditional texts (e.g., videos, art, music, illustrations, photographs, tables, charts, maps, nature, body movements) to support literacy development and content learning
  • Apply standards-driven and research-based practices to implement innovative instruction that supports all learners
  • Build capacity for frequent and high-quality interactions among teachers that enhance professional practices and foster a collaborative culture

Service Details

On-site professional learning around Reading to Learn typically includes the following:

  • Introductory workshop to provide an overview of the Reading to Learn framework
  • Demonstrations in classrooms to see rich content and literacy instruction in action
  • Guided practice workshops where teachers work with WestEd facilitators to collaboratively design and refine classroom instruction

Additionally, WestEd staff work closely with clients to develop a plan of professional learning that meets the specific needs of individual schools. Typical scopes of work include a full-day introductory workshop, one to two days of onsite demonstrations, and consistent guided practice follow-up workshops that meet a school or district’s needs.

Since a core component of professional learning for Reading to Learn is providing teachers with opportunities to practice in their content area with support and guidance, WestEd staff also work closely with school leaders to build and enhance schoolwide capacity to support teacher collaboration.

What Makes This Service Unique

Reading to Learn is a research-based and practitioner-oriented framework designed to improve the use of instructional practices for literacy development during content instruction.

Research has proven that multiple strategy instruction is the most effective approach to enhancing literacy skills. Building off of this research, Reading to Learn provides a framework that shows teachers how to use standards and mastery objectives to design and sequence learning strategies to help students meet literacy and content learning outcomes.

Reading to Learn offers a variety of key features that result in quality professional learning, including:

  • Supports instructional consistency by providing an approach all teachers can use to support classroom instruction and literacy learning
  • Is flexible and can be tailored to any content area at any grade
  • Shows teachers how to use traditional and non-traditional texts to support literacy development
  • Increases standards-based instruction
  • Improves overall instructional practices
  • Enhances teacher collaboration


Please contact Julie Colton at or 781.481.1135 for information on pricing.

LEARN MORE > To learn more, please contact Julie Colton at or 781.481.1135.

“Because of professional development around Reading to Learn, teachers in our school are now integrating more reading and writing into their content instruction, and they better understand how to support literacy with the materials they have already been using. In addition, teachers have also improved their overall skills in classroom instruction.”

– Bob Bickford, Principal, Iber Holmes Gove Middle School, Raymond, NH