Reading Isn’t Optional: Fulfilling the Promise of Literacy for Secondary Students

Coauthor and editor Jeanne A. Schopf brings together leading literacy experts to address one of secondary education’s most significant gaps: teaching adolescents to read. Grounded in literacy research and implementation science, this book guides middle and high school educators through systems, leadership, MTSS, and evidence-based instructional practices that transform literacy development for struggling readers, including multilingual learners, across all content areas.


Grades 6–12 teachers, leaders, and instructional coaches can use this book to:
Implement multitiered systems of support to teach literacy actively across all disciplines in secondary education
Encourage teachers and train them in effective literacy instruction through peer coaching
Adopt new strategies to improve student reading fluency, comprehension, and vocabulary
Reinforce students’ literacy training through reflective writing and class discussions
Adapt practices as needed to address unique needs and support multilingual learners

Contents:
Introduction
Part 1: Where Are We, and Where Do We Go?
Chapter 1: The Barriers to Strong Literacy Outcomes in Secondary Schools—Breaking Down the Myths
Chapter 2: The Science of Reading and Implementation Science
Part 2: The Foundation of Literacy Transformation
Chapter 3: Secondary Literacy Leadership—Actions and Character Above Title and Role
Chapter 4: Multitiered Systems of Support to Center Adolescent Literacy
Chapter 5: Student-Focused Coaching to Support Literacy Learning
Part 3: Literacy Research to Practice
Chapter 6: Accuracy, Rate, and Expression—Fluency for All Students
Chapter 7: Construction of Meaning—Building Text Understanding Layer by Layer
Chapter 8: Comprehension—The Acquisition of Content-Area and Disciplinary Literacy Skills
Chapter 9: Word-Rich Classrooms—Practices for Intentional Vocabulary Instruction
Chapter 10: Scaffolds for All Learners in Grade- and Course-Level Texts
Chapter 11: POWERful Writing Instruction for Secondary Students
Chapter 12: Oral Language—Speaking and Listening in the Secondary Classroom
Chapter 13: Foundational Skills for Adolescent Newcomer English Learners

Jeanne A. Schopf, MEd, NBCT, C-SLDI, is an independent literacy consultant, national presenter, and structured literacy trainer with over 30 years of experience in education. A former classroom teacher, reading specialist, and literacy coach, Jeanne has worked across K–12 settings to improve reading outcomes for all students, with a particular focus on secondary literacy. Her work is grounded in the science of reading, structured literacy, and multitiered systems of support, with an emphasis on evidence-based instruction and sustainable schoolwide change.
Jeanne is the founder of Pathways Towards Literacy, a professional learning company dedicated to literacy transformation, keynote speaking, and dynamic professional development. She is a certified structured literacy dyslexia interventionist through the Center for Effective Reading Instruction, a certified trainer of trainers in explicit instruction, and a certified John Maxwell speaker, coach, and trainer. Through her work, she supports literacy transformation by helping educators and school leaders build systems and structures and strengthen instruction so that reading outcomes improve for all learners.
A recognized literacy leader in Wisconsin, Jeanne serves on the board of directors for The Reading League Wisconsin, where she supports statewide professional development, webinar series, and book studies. She also leads a statewide science of reading Facebook community, providing coaching and resources to thousands of educators. Jeanne is a frequent national presenter and has delivered keynote addresses and sessions for The Reading League National, the Big Sky Literacy Summit, the Wyoming Department of Education, the New Mexico Public Education Department, the Pennsylvania Training and Technical Assistance Network, and more. Her writing appears in The Reading League Journal, the Lexia blog, and other literacy publications.
She holds a master’s degree in reading education from the University of Wisconsin–Oshkosh and a bachelor’s degree in elementary education from the University of Wisconsin–Eau Claire. She is a National Board-certified teacher in English language arts-early adolescence and a Trainer of Trainers of Explicit Instruction.
To learn more about Jeanne’s work, visit https://pathwaystowardsliteracy.com or linkedin.com/in/jeanne-schopf-m-ed-nbct-c-sldi-43367696.

“This book is not theoretical to me—it is personal. I watched the lack of explicit instruction do more than hinder reading—it altered how my son saw himself and what he believed he was capable of. Through my advocacy, I continue to see that same failure repeat itself, child after child. In her foreword, Louisa Moats reminds us that allowing a student not to learn to read should never be an option; this resource ensures it isn’t. Jeanne Schopf and her contributors show us that older struggling readers are not broken—they were simply not taught.
“We cannot keep handing students diplomas when we failed to give them literacy.”
--Robin Zikmund / Mother, advocate, and founder of Decoding Dyslexia Idaho

“Jeanne Schopf recognizes the yearslong decline in adolescents’ reading comprehension and urges educators to look past myths to create a shift in mindsets—a shift that, according to Schopf, ‘will help create a classroom environment where all students can reach their hidden potential.’ The information in this book is highly beneficial for educators and education leaders. My favorite things about this book are the different points of view from education professionals, which highlight the challenges, strategies, and workable, equitable solutions for secondary literacy.”
--Kimberly Freile / Eighth-grade English language arts teacher and reading specialist

“Reading Isn’t Optional makes an important contribution to the conversation about literacy by focusing on students who too often reach middle and high school without the reading skills they need to succeed. This book invites educators to rethink what we believe about reading instruction in secondary classrooms and offers clear knowledge, practical structures, and step-by-step guidance for teachers, coaches, and leaders. A timely and necessary resource for anyone committed to ensuring literacy truly is not optional for any student.”
--Melissa Loftus and Lori Sappington / Cohosts of the Melissa & Lori Love Literacy Podcast

“This practical text is destined to become a go-to resource for secondary educators on using implementation science, MTSS, and instructional coaching to bridge the gap between research and practice in secondary schools. The book will be a welcome addition to resources for pre-service and in-service training of secondary teachers and administrators.”
--Stephanie Stollar / Founder of Reading Science Academy

“This is the book that secondary teachers have been waiting for! They’ve heard that ‘every teacher is a reading teacher,’ but until now there hasn’t been a guide to show them how to make that a reality. Reading Isn’t Optional fills that gap with clear summaries of the research and step-by-step guidance. With this book as their guide, secondary teachers can finally deliver on the promise of literacy for every student.”
--Anna Geiger / Author of Reach All Readers and the host of Reach All Readers Podcast

“RIO is an exceptional book that provides teachers of all disciplines with the strategies and tools to strengthen reading comprehension, understanding, and evaluation among readers who find themselves stalled or blocked in their attempts to make meaning. In the style of a vignette, each chapter highlights timely research and clear, accessible strategies from a variety of authors, whose expertise and experience shine through on every page. Designed to make the best use of a teacher's limited time, each chapter highlights explicit strategies and tools scaffolding on growing reluctant readers to inquisitive thinkers. This is a must-have for every teacher's toolbox, an unrivaled resource designed to foster thoughtful, engaged, analytical, and evaluative readers.”
--Tonya Alexander / English teacher