Strategic Teaching and Reading Project

Product or Programme · All products and programmes
Evidence · 2 claims (2 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description

A North Central Regional Educational Laboratory professional-development programme that trains teachers to use five reading-comprehension strategies: metacognition, prior knowledge, inferencing, word meaning, and text structure.

Components

• Strategic Teaching and Reading Project (STRP) five comprehension strategies: The Strategic Teaching and Reading Project, designed by the North Central Regional Educational Laboratory in 1987 and implemented in 125 schools, is a professional development program for reading comprehension. It "focuses on five basic comprehension strategies: metacognition, prior knowledge, inferencing, word meaning, and text structure." It is based on a constructivist approach to reading, which defines reading as a dynamic interaction between reader, context, and text, and aims to bring strategic teaching and learning into classrooms. (Gil-Garcia et al. (2001))
• Strategic Teaching and Reading Project (STRP) and its five global reading strategies: STRP is a research-based instructional improvement and staff development project, originally developed in 1987 by NCREL with Wisconsin agencies, that measurably improves student reading comprehension. It works with any existing curriculum, adapts to local and state objectives, suits all K-12 classrooms, and maintains teacher creativity and instructional freedom. It presents five global reading strategies: Metacognition, Prior Knowledge, Inference, Word Meaning, and Text Structure, delivered through at least two years of consultant support with twice-yearly teacher training and classroom observations. (Gil et al. (2001))

Claims

• Predicting, using contextual analysis, and rereading were the most frequently used metacognitive behaviors; deciding when to stop, independent reading time, and testing were least frequent [+W]
• Upper-level students most often reported contextual analysis, setting the purpose for reading, monitoring comprehension, and rereading [+W]

Related Products and Programmes

-

Key Sources

• Gil-Garcia, A. & Canizales, R. (2001). Commanding Strategies by Hispanic Students as They Think about Their Own Thinking Process. Paper presented at the National Association for Bilingual Education. https://eric.ed.gov/?id=ED457135
• Gil, A., Osiecki, N., & Juarez, A. (2001). Students Reflecting on What They Know. Paper presented at the XIX International Council for Innovation in Higher Education, Rome. https://eric.ed.gov/?id=ED457222

Page metadata

Field	Value
type	product
id	strategic-teaching-and-reading-project
title	Strategic Teaching and Reading Project
description	A North Central Regional Educational Laboratory professional-development programme that trains teachers to use five reading-comprehension strategies: metacognition, prior knowledge, inferencing, word meaning, and text structure.
status	review
moved_from	theory/strp-five-comprehension-strategies, theory/strp-five-global-reading-strategies
product_kind	programme
generated	by process:sweep-kinds on 2026-10-10
trust	unverified — no one has confirmed this page's content
sources	2 — gil-garcia-2001, gil-2001

Frontmatter is the page's machine-readable record — see the Schema & Guide.