Scholarship Series: A Model for Adolescent Reading Instruction

Learning from Scholarship, Connecting to Practice

January, 2026

New for the 2025-2026 school year: Education 4500’s Scholarship Series, reflecting what middle and high school educators I work with are currently using to frame and focus their literacy work. I hope you find the resources helpful for yourself and your colleagues. If you use the resources, find them insightful, or want to give feedback on them please email info@education4500.com.

LEARN 

Frey, Nancy & Fisher, Douglas & Barbee, Kierstan & Ortega, Sarah. (2025). A Model for Adolescent Reading Instruction. Education Sciences. 15. 1442. 10.3390/educsci15111442. 

https://www.researchgate.net/publication/396993929_A_Model_for_Adolescent_Reading_Instruction 

Summary: 

This rapid review and knowledge synthesis study presents a multicomponent model for adolescent reading instruction aimed at improving Tier 1 classroom practices across content areas. The authors propose a Reading Circuit model that integrates evidence-based strategies that address word recognition, word knowledge, sentence analysis, and verbal reasoning, while also emphasizing the role of self-efficacy and background knowledge in reading development. This framework combines cognitive and motivational components to support content area teachers in delivering instruction that fosters reading proficiency among all students. 

Read This If: 

You have middle and high school students who are struggling with grade-level materials and tasks AND you want to change content area instruction to improve outcomes.

Potential Excerpts for Reading:

• Abstract (page 1) 

• Introduction (pages 1-3)

• Findings (pages 7-15) 

Guiding Questions

PROCESS: Guiding Questions for Understanding. Use to process learning individually or in small groups. 

• What do the authors identify as the role of Tier 2 and 3 resources versus Tier 1 resources? 

• Describe multicomponent intervention and sociocultural theories of reading. Why do the authors consider it critical to attend to both?

• How does self-efficacy impact adolescent literacy outcomes?

• In what ways is background knowledge important to adolescent literacy? Name at least three impacts on adolescent literacy and how teachers can support the activation or building of knowledge. 

• Identify the Components of Adolescent Reading Instruction. For each:

  • describe what it is and why it is important. 

  • explain how it is already in place in your context. 

  • discuss how you could further apply this component in your own context.

• How are the four (4) Components of Adolescent Reading influenced by self-efficacy and background knowledge? 

• What argument do the authors make about the importance of comprehensive reading instruction? How might such an approach impact your work?

DISCUSS: Guiding Questions for Discussion. Use to deepen learning with colleagues.  

• Consider the Reading Circuit Model. Discuss:

  • the components of this model that were surprising or new to you.

  • the components of the model that confirmed what you already understood about adolescent literacy development.

  • the components of the model that conflict with your experience or expectations. 

• Review the Components of Adolescent Reading Instruction. Discuss what supports teachers might need to plan for aligned instructional routines. 

• Consider the ‘Discussion’ and ‘Conclusion’ sections of the paper. What are 2-3 critical implications for your work? What might stay the same, shift slightly, or wholesale reform as a result of these implications? 

If you would like a PDF-copy of this resource, you can find that here.