Select one or more factors to see the strategies that support your chosen factor(s). For each strategy, we provide ideas for classroom and product application, videos, and further resources.
Physically acting out a text or enacting major themes from texts enhances reading comprehension, particularly as texts become more complex.
When annotating, students engage deeply with a text and make their thinking visible while reading.
Audiobooks allow students to hear fluent reading and experience books above their reading skills.
When adolescents can connect and communicate with authentic audiences about their interests and values, reading and writing become more personally meaningful and relevant.
Students practice making and finding meaning in texts through book discussions moderated by teachers to varying degrees.
Building positive and trusting relationships with learners allows them to feel safe; a sense of belonging; and that their academic, cognitive, and social and emotional needs are supported.
Checklists and rubrics help students understand expectations as they navigate more complex tasks and assignments.
When peers are able to work together to plan, draft, edit, and revise during the Composition process, their writing quality improves.
For adolescent learners, the Composition process can become more robust, as learners begin to express ideas through multiple media, which includes visual, audio, and digital production.
When students express information visually, they are activating more cognitive processes while problem solving and increasing their experience with alternate texts.
When preparing for and debating with peers, students analyze, form, and express verbal arguments, fostering their critical thinking and literacy skills.
As part of a varied curriculum, explicit instruction in reading comprehension strategies from teachers can help older students use strategies meaningfully and flexibly.
Seeing and using new words repeatedly and in many contexts is critical for Vocabulary acquisition.
Interpreting and composing discipline-specific texts requires tailoring literacy strategies, like annotating or asking questions, to the disciplinary goals and practices.
Increasing how much and how frequently students write improves both their writing quality and content knowledge.
Providing constructive feedback supports students' writing development by letting them know how to improve their writing.
Visiting places connected to classroom learning provides opportunities to deepen understanding through firsthand experiences.
As students move through multimodal stations pertaining to a particular unit, the social and physical nature of the activity supports deeper understanding.
Setting overall goals with actionable steps for achievement can help students feel more confident in their skills and abilities.
Visualizing how ideas fit together helps students construct meaning and strengthens their recall.
Providing feedback that focuses on the process of developing skills conveys the importance of effort and motivates students to persist when learning.
During guided inquiry, teachers foster student autonomy by designing lessons centered on meaningful questions in which students locate, analyze, and present relevant information on their own or in small groups.
Learning about students' cultures and connecting them to instructional practices helps all students feel like valued members of the community, which improves Motivation and can mitigate Stereotype Threat.
As students work with and process information by discussing, organizing, and sharing it together, they deepen their understanding.
Journaling allows students to reflect on their thinking and feelings, process their learning, and connect new information to what they know.
By observing, rereading, and closely analyzing published writing, students see examples and learn the strategies of good writing that they can integrate into their own Composition.
Through short but regular mindfulness activities, students develop their awareness and ability to focus.
Creating patterns for remembering content information, important Vocabulary, narrative structures, etc.
Instruction in multiple formats allows students to activate different cognitive skills and Background Knowledge that are necessary to remember procedural and content information.
Providing multiple texts on the same topic or theme allows students to interact with multiple perspectives and develop their critical thinking skills.
When students provide constructive feedback on each other's work, they learn to give relevant suggestions, receive specific ways to improve their writing, and engage in Metacognition.
Having students teach their knowledge, skills, and understanding to their classmates strengthens learning and increases Motivation.
Maintaining consistent routines, structures, and supports ensures that students are able to trust and predict what will happen next.
When students write from a non-dominant or marginalized perspective, they consider and give voice to points of view that are often missing.
Providing guiding prompts and questions for students to use when reading or participating in discussions deepens their understanding of texts and gives them space to question and grapple with issues of power, justice, and equity.
When teachers provide students with model texts for their writing, they learn to identify effective elements to incorporate into their own writing.
Reading aloud to adolescents models Reading Fluency as texts become more complex and disciplinary in nature and therefore, more difficult to understand.
Teachers can provide individualized support through one-on-one conferences to assess reading comprehension, understanding of content, and spark further interest in reading.
When students explain to others, they deepen their understanding and gain confidence in their learning.
Student reflection on learning, particularly when done collaboratively, is critical for moving knowledge of content and strategies into Long-term Memory.
Having culturally relevant reading materials, including multicultural and diverse texts, are critical for supporting all students.
Providing access to a variety of multimodal texts that align with the interests of learners allows them to practice digital, information, and Critical Literacy.
When students monitor their comprehension, performance, and use of strategies when reading and writing, they build their Metacognition and actively participate in the reading process.
Sentence frames or stems provide language support for students' writing and participation in academic discussions.
Providing a story or concept map prior to lessons or having students create their own maps during or after reading helps learners identify and organize key elements of a text.
Giving students voice and choice in their learning is critical for making learning meaningful and relevant to them.
Think-pair-share encourages meaningful student discussion by allowing for extra processing time and multiple shares.
During reading, giving students the opportunity to explain their thinking process aloud allows them to recognize the strategies they use, solidify their comprehension, and move knowledge into their Long-term Memory.
Students’ Reading Fluency skills mature to become more automatic and accurate; however, students are still developing the ability to parse longer and more complex text.
Adolescents are gaining skills to engage more deeply with texts including making inferences using their Background Knowledge and developing their Argumentative Reasoning skills to understand and create persuasive texts.
Adolescents need strong Critical Literacy skills to consider issues of power and bias in the texts they encounter in school and beyond in a complex world.
Technology is ubiquitous for adolescents; however, new research suggests that more frequent media multi-tasking in adolescence may lead to increases in Attention problems.
Technology can also expand learning opportunities for reading and writing; adolescents’ Literacy Environments include many types of digital media, which can be spaces to find and compose personally meaningful texts.