This case study reports on two Bay Area schools that implemented Reading Apprenticeship schoolwide and documented rising Academic Performance Indices (API) as a result. They demonstrate powerful models systemic change that involves teachers and administrators working together.
This case study followed teacher participants of inquiry-based professional learning who incorporated Reading Apprenticeship approaches into their subject-area instruction. Results included improvement of student conceptions of reading, reading practices, and identities as readers and students. Frequently, these shifts were accompanied by positive, measurable outcomes, such as improved course grades.
Reading Apprenticeship professional learning was provided to teachers in diverse subject-area classrooms and the resulting impact on student reading achievement was then analyzed. Research data showed that students made statistically significant gains in reading scores as measured by their performance on a reading comprehension standardized test (Degrees of Reading Power).
In this study, cross-disciplinary teams of middle and high school teachers participated in a professional learning network for ~80 hours over two years. The study documented important shifts both in teachers’ classroom practice (understanding of reading processes, sources of text difficulty for students, and more), and increased student reading achievement.
This set of three linked studies documented the impact of a 9th grade Reading Apprenticeship academic literacy course—designed to accelerate student engagement and disciplinary literacy skills—at an urban high school. In addition to significant changes in attitudes/behaviors related to reading, students gained an average of two years growth in seven months.