A Model for Adolescent Reading Instruction

Abstract

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 conducted a rapid review of literature (RRL) on recent research on effective reading instruction and identified six evidence-based components necessary in reading instruction for students in middle and high school classrooms. The proposed Reading Circuit model 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. By combining cognitive and motivational components, the framework supports content area teachers in delivering instruction that fosters reading proficiency among all students, particularly those reading at basic or below-basic levels. This model aims to bridge the gap between elementary and secondary reading instruction, providing a scalable, whole-class solution for improving adolescent reading.