The Reading Strategies Book 2.0:
Research. New Strategies. Skill Progressions.
Coming January 3rd: Evidence-based differentiation made easier
The dramatically new and improved The Reading Strategies Book 2.0 is designed to be a trusted, research-aligned companion for any K–8 reading classroom—no matter your curriculum, subject area, or instructional approach.
3 New Reasons You’ll Love
The Reading Strategies Book 2.0
- More explicit connections to research
- Research base of 700+ studies
- Citations for each strategy
- Meticulously researched all new introduction chapter
The latest instructional thinking
- 300+ lessons: almost 100 new; all others heavily revised
- 200 new classroom-ready charts
- Goal-focused, if–then skill progressions
- Target the exact strategy for each reader
- Simplify and streamline planning and monitor progress
Strategies to support skills as readers work toward goals
"Strategies are deliberate, intentional, purposeful actions a learner can take to accomplish a specific task or become skilled (Afflerbach, Pearson, & Paris, 2008; Manoli & Papadopoulou, 2012). Strategies make something a reader is attempting doable, actionable, and visible through a step-by-step procedure. Strategies offer a temporary scaffold to support a student’s independent practice. Eventually, after the reader develops automaticity, the need for the strategy fades away. Strategies are a means to an end, not an end unto themselves (Duke, 2014b)."
Goal-based instruction that’s ready for any curriculum
"Whether your students are all reading the same book, they’re split into book clubs or literature circles, or they’re all reading books they’ve chosen independently; whether you call your literacy time "balanced" or "comprehensive" or "structured"; whether you read novels together as a class, run a reading workshop, or teach using a core program; no matter who published your curriculum or how the lessons are organized—strategies have an important place. Also, it’s a misconception that children learn to read until third grade and then they read to learn thereafter. Students of all ages continue to learn to read with increasing insight, depth, and engagement; can consistently add to their vocabulary knowledge; and can improve their conversations and writing about reading (e.g., Pearson, Moje, & Greenleaf, 2010; Shana- han & Shanahan, 2012)."
Learning progressions that drive planning and progress monitoring
"Within each goal, there are several skills a reader might work on. Think of skills as proficiencies—something a reader is able to do. Skill progressions will help you match what you notice from the assessments you give your students to specific strategies your students need to progress."
The resource that translates 700 studies into 300 practical strategies
"The rationale for using strategies in the classroom is supported by an enormous research base (e.g., Alexander, Graham, & Harris, 1998; Chiu, 1998; Dignath & Büttner, 2008; Donker et al., 2014; Georgiou & Das, 2018; Haller, Child, & Walberg, 1988; Hattie, Biggs, & Purdie, 1996; Ho & Lau, 2018; Pressley & Afflerbach, 1995; Weinstein, Husman, & Dierking, 2000). Strategy instruction has been demonstrated to positively impact all students, no matter their age, socio-economic background, or gifted designation or if they have a learning disability (Berkeley, Scruggs, & Mastropieri, 2010; Donker et al., 2014; Okkinga et al., 2018; Shanahan et al., 2010)."
"Strategies belong in every literacy classroom: from preschool through high school . . . and beyond!"
- Jennifer Serravallo
Maximize the progress of readers and writers, and teach with confidence
Whether you're looking for powerful and engaging lessons for whole-class teaching, need to supplement your core curriculum with small group-instruction, want to improve the quality of content-area instruction, or need ideas for intervention, The Reading Strategies Book 2.0 will help you connect research to practice.
Follow Jennifer Serravallo on: