This paper reports an action research project which examined the foreign language reading comprehension of public school eighth graders who experienced a directed reading-thinking approach with strategies for comprehension and application. The strategies used were prediction, prior knowledge, graphic organizers, and questions. Data analyzed…

The Content-based Reading Approaches (COBRA) framework, constructed by Heerman (2002), was made up of the instructional goals designed for reading-learning integrations in subject matter classrooms. ELL and LD students often fail to have sufficient reading skills to succeed within their different academic subjects, consequently it is important for…

Many high school teachers and administrators think that reading instruction belongs in the lower grades. But according to the National Assessment of Educational Progress, only 31% of eighth graders read at or above the proficient level, which means that many are entering high school unprepared for its advanced textbook reading and language…

Empower students to take ownership of their reading and learning with "Teaching Students to Read Like Detectives." In this comprehensive guide, the authors explore the relationship between text, learner, and learning through discussion and rhetorical writing at the elementary, middle, and high school levels. Prompt students to become the…

This study examines the impact of the Learning Strategies Curriculum (LSC), an adolescent reading intervention program, on 6th- and 9th-grade students' reading comprehension and strategy use. Using a randomized treatment-control group design, the study compared student outcomes for these constructs for 365 students who received daily instruction…

A pre-post experimental design with 6-week delayed posttest was implemented to investigate the effects of reading comprehension strategy (RCS) instruction with and without attribution retraining (AR) on reading outcomes for seventh, eighth, and ninth graders with learning and other mild disabilities. Students were randomly assigned to one of three…

The purpose of this mixed methodology study was to identify the frequency of reading comprehension instruction in middle and high school social studies and science classrooms. An additional purpose was to explore teachers' perceptions of and beliefs about the need for reading comprehension instruction. In 2,400 minutes of direct classroom…

Middle and high school teachers across academic disciplines face increased pressure to address the Common Core State Standards (CCSS) for English language arts and for literacy in history/social studies, science, and technical subjects. This means that the responsibility of preparing students to read, write, talk, and think critically about…

This newsletter of best practices in implementing the High Schools That Work (HSTW), Making Middle Grades Work (MMGW) and Technology Centers That Work (TCTW) school improvement models is based on presentations at the 27th Annual HSTW Staff Development Conference in Charlotte, North Carolina, in the summer of 2013. The newsletter is divided up into…

This Striving Readers evaluation examined the impact of a targeted intervention for struggling adolescent readers and investigated the impact of a whole-school literacy model on students in participating schools. This study was conducted in ten middle, nine high, and two 6-12 schools in seven rural school districts serving large percentages of…

Dominion High School opened its doors in fall 2003 in the highly diverse, fast-growing region of Loudoun County, Virginia, with a student body of nearly 700 students in grades 9-11. A dedicated faculty and a supportive community welcomed students to the school and began working toward a collaborative vision that promoted the success of every…

Research on teacher development has been the focus of attention in recent decades. The overall aim of this study was to explore the impact of reading strategy training on high school teachers' reading instructional practices. The study was conducted in the EFL context of Iran. To meet this aim, four EFL high school teachers voluntarily took part…

In this article, we propose that one way of engaging pre-service and practicing high school Social Studies and English teachers in critical conversations about social class is through the use of life-based literary narratives. By expanding upon Phillion and He's (2004) work around the pedagogical and curricular potential of using life-based…

Do proficient, bilingual readers of Spanish and English use different strategies when reading passages written in each language? Are there differences in the frequency with which proficient, bilingual readers of Spanish and English use particular strategies when reading these passages? Are there patterns in the manner in which the subjects use the…

Numerous studies have indicated that the provision of appropriate computer-mediated support to second language (L2) learners results in different vocabulary learning outcomes. However, there is no study available that investigates the transition in their way of learning vocabulary under the influence of technology-based support. This article…