Research Outcomes
Implemtation of the Content Literacy Continuum
For 28 years, the CRL has conducted research designed to develop ways to help students meet the demands of life, not just in school but after they leave school as well. Their goal has been to develop an integrated model to address many of the needs of diverse learners. Underlying the research and all components of the implementation models, the CRL adheres to four philosophical principles:
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Most low-achieving adolescents can learn to function independently in mainstream settings.
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The role of the support-class teacher is to teach low-achieving adolescents strategies that will enable them to be independent learners and performers.
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The role of the content teacher is to promote strategic behavior and to deliver subject-matter information in a manner that can be understood and remembered by low-achieving adolescents.
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Adolescents should have a major voice in decisions about what strategies they are to learn and how fast they are to learn these strategies.
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