It is worth noting that teaching comprehension strategies is only one of ten elements suggested by
research that Duke, Pearson, Srachan, and Billman identify as essential for fostering comprehension.
The other nine—addressed in their 2011 chapter and throughout this ELA/ELD Framework—include
disciplinary and world knowledge, exposure to a volume and range of texts, motivating texts and
contexts for reading, text structures, discussion, vocabulary and language knowledge, integration of
reading and writing, observation and assessment, and differentiation. Although true for students of all
ages, successful meaning making for young adults is the result of complex and interrelated processes
and comprehensive instructional practices supported by professional learning.
The Reading Apprenticeship Framework (Schoenbach, Greenleaf, and Murphy 2012) is one such
approach that aims to build students’ academic literacy in secondary schools and college. Designed to
support all students, including students who are not yet proficient, the research-based model features
metacognitive conversations at the center of four key dimensions of support for reading development
(social, personal, cognitive, and knowledge-building) within a context of extensive reading (figure 7.7).
Figure 7.7. Key Dimensions of Support for Reading DevelopmentSource
Schoenbach, Ruth, Cynthia Greenleaf, and Lynn Murphy. 2012. Reading for Understanding: How Reading
Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, 2nd ed., 25. San
Francisco, CA: Jossey-Bass.680 | Chapter 7 Grades 9 to 12