ABSTRACT
ABSTRACT. Ineffective approaches for teaching with print may prevent textbook reading from being a useful learning resource in middle school. University faculty mentored a middle school science teacher as he implemented a textbook study-reading approach, PLAN (Caverly, Mandeville, & Nicholson, 1995), in 2 classes (n = 33). PLAN orchestrates 4 strategies through studentcreated mapping. After 3 months of strategy use, students gained in a self-report of strategic reading and in comprehension as reflected by maps. Postassessment interviews revealed that the teacher had changed his instructional routine, moving through stages of strategy awareness, understanding, and adaptation. The teacher changed his expectation that students would complete textbook reading and that it increased student learning. The students changed their expectation that they could read and learn from the textbook.
