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Teachers of all discipline areas must know how to create a classroom culture of engaged academic literacy so that students gain confidence in their abilities to take up disciplinary reading, solve reading problems, and understand what they read.

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Rather than focus on specific strategies or activities, this reading describes a bigger picture, a classroom environment that teachers should create so that other things can be incorporated successfully.

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Maybe for literacy teachers, making changes is a more macro thing to accomplish. If we are going to use technology, is there a classroom culture that supports our lesson plans and our activities?

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Four parts of the Reading Apprenticeship framework

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Four parts of the Reading Apprenticeship framework

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Four parts of the Reading Apprenticeship framework

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Four parts of the Reading Apprenticeship framework

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Is the four parts all? Although it makes teachers to think about some important themes in classrooms, there might be more themes to incorporate.

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Four parts of the Reading Apprenticeship framework

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Four parts of the Reading Apprenticeship framework

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For example, two other things I can think of are students' emotional dimension and students' physical dimension in the classroom. Do students enjoy the class design and are they attracted? Do the classroom setting makes them comfortable and allows them to do whatever they need to do in the class?

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This approach is made possible by providing students with a welcoming classroom climate and the cognitive strategies that build their confidence and ability to tackle difficult work.

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Two things teacher need to offer: a welcome environment and cognitive strategies.

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To let students feel safe is far from enough. Students may get confused if they cannot get their problems solves with a proper way.

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After 30-second preview, teachers exchange ideas about the strategies and learning dispositions they are going to need as they grapple with this dense text.

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This reminds me of what Tovani says about how content teachers fail to relate to their students and do not know what students need to conquer difficult texts, because teachers can already read those materials proficiently.

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I like how teachers discuss texts that are hard for them so that they can see the situation their students are in. In this way, they can come up with many strategies for students.

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I analyzed the interviews and reading assessments and found that they relied on context.

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Especially for struggling readers, the context is so important that they can predict and read much better, even than normal readers.

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Rather than always say texts are too difficult for struggling readers, maybe the texts are just not of the themes that the reader know?

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the other group showed weakness in a variety of basic, lower skills...

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I believe a lot of teachers with struggling readers focus much attention on "basic" things and believe students cannot do anything else without them. Is it true?

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I begin to think about the important of lower level skills. Rather than sacrifice the plots and content for these skills, why not let students read more interesting stuff by themselves and see how it goes?

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Interest-based model. Teachers should teach reading based on what students are interested in.

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3 features of successful readers who struggled

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3 features of successful readers who struggled

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1. They were all avid readers.
2. They all became highly skilled, lifelong readers.
3. They developed characters of Chall's Stage 5: highly difficult, specialized, technical, and abstract

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Each individual had had a burning desire to know more about a topic of passionate personal interest. Spurred by personal passion, curiosity, and intrinsic motivation, they all read voraciously, engaging in what Chall called “reading to learn”.

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Those who became skilled readers still have some ongoing problems. Many individuals in this study contin- ued to fail courses—especially in middle school, high school, college, and graduate school, when the curriculum demands got tougher. And many continued to grapple with ongoing problems in word recognition and sound analysis—lower level skills that for some re- main weak in adulthood.

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Successful readers who had once struggled with reading have their own interest which is said to be the most important motivation that drives them to read. However, what about the works that they are not interested in? People cannot exclusively learn or know what they are interested in.

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1. Failure in high stake tests may enable striving readers to try new methods and solutions. Also, the struggle and failure enabled them to have empathy with others and develop strong interpersonal connections.
2. Specific activities such as decoding and vocabulary activities are needed in classrooms.

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I think there are also some normal readers who are experts of reading what they are interested in, but fail in school tests.