The Framing Routine

Teachers use the Framing Routine to transform abstract main ideas and key topics into a concrete representation that helps students think about and talk about the key topic and essential related information.

Average-achieving students, high-achieving students, and students with LD whose teachers used the Framing Routine had significantly higher overall scores on oral and written tests than students in the comparison condition across two studies conducted in ELA and social studies secondary classes. Students with LD in the experimental group wrote an average of 102 more words in their post-test product than students with LD in the comparison group, which was also more words than average achieving students in the comparison group.

Author(s): Edwin S. Ellis

Publication & Purchasing Info: University of Kansas, Center for Research on Learning 
KU CRL Online Store

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Resources:

The Framing Routine Research (.pdf)

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