The Reading Strategies 2.0

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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. Connect crucial research to powerful practice, whether you need engaging lessons for whole-class teaching, support for small-group instruction, ideas for intervention, or ways to fill gaps in a core curriculum. The friendly design makes it easy to find strategies that meet every student where they are now.

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3 New Reasons You’ll Love The Reading Strategies Book 2.0

The Reading Strategies Book 2.0 Companion Charts includes: 

  • 300+ enlarged charts from The Reading Strategies Book 2.0 in full color
  • Full-color laminated dividers for each chapter that make it easy to flip, find, and teach strategies
  • Spiral-bound setup for ease of use
  • Free-standing tabletop flip chart or under document camera display

 The Companion Charts are invaluable for educators of all experience levels. A complement to The Reading Strategies Book 2.0, the interactive and enlarged charts are perfect for small-group, conferring, or whole-class lessons.

Using Jennifer Serravallo's research-aligned resources together, you'll be able to:

  • save valuable planning and preparation time
  • make demonstrations and explanations of strategies easier
  • provide students with visual anchors to reference as they practice their reading skills
  1. More explicit connections to research
    • Research base of 700+ studies
    • Citations for each strategy
    • Meticulously researched all new introduction chapter
  2. The latest instructional thinking
    • 300+ lessons: almost 100 new; all others heavily revised
    • 200 new classroom-ready charts
  3. 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)."

Explore Strategy Pages

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)."

See Reading Goals

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."

Explore a Sample Progression

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)."

View the References