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This article describes the essential features of the student literacy and teacher learning program known as Reading to Learn (R2L) which is designed to improve student learning outcomes using genre-based pedagogy (Rose, 2014; Rose & Martin, 2012). The background to Reading to Learn is explained in terms of the development of “Sydney School” genre-based pedagogy over the course of three large scale, research projects conducted by linguists in collaboration with teachers in Australian schools in recent decades.  The article provides and overview of these three projects, explains the explicit nature of the key strategies in the R2L pedagogy.

Aprender a escribir, Leer para aprender: origen y desarrollo de proyectos para la mejora de la lectura y la escritura en Australia