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DOUBLE-ENTRY JOURNAL

Instructions​

  1. Select a strong and rich text that has meaningful and thought-provoking sections that could lead to deep reflection, connection or analysis.

  2. Decide what students should look for in the text as they read.

  3. Create sentence starters or guiding questions to help students think deeply about the quotes they are selecting.

  4. Have students find and record quotes as they read. (You could also have students read the text and then reread the text for this activity.) Students record their quotes on the left side of the journal.

  5. Have students respond to the quotes on the right side of the journal. Students explain how the quote connects to the focus or what it means to them.

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Source: Dr. Sarah Lupo

THE RESEARCH

  • Double-entry journals are an evidence-based strategy that supports students in actively monitoring their understanding while reading. This approach aligns with the IES Guide's recommendation to have students engage in activities that build comprehension and encourage reflection during and after reading (IES, 2022). By selecting meaningful quotes and responding with their own thoughts, questions, or analysis, students make their thinking visible—an essential component of metacognitive practice.

  • This strategy also connects with Hattie’s work on visible learning. Writing about reading (effect size = 0.84) and metacognitive strategies (effect size = 0.60) are both identified as high-impact practices that significantly support learning (Hattie, 2018). The act of choosing text evidence and responding to it promotes deeper processing and helps students form stronger connections to the material.

  • Double-entry journals are especially effective when teachers model how to select quotes and write thoughtful responses. This explicit instruction in comprehension strategies is a key recommendation from Shanahan and colleagues, who emphasize that struggling readers benefit most from guided practice in text-based analysis (Shanahan et al., 2010). When implemented with scaffolding, double-entry journals not only build comprehension but also support critical thinking and academic writing skills.

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