Abstract
In its measurement of American students over the last thirty years, the National Assessment of Educational Progress has shown that performance related to reading comprehension and literacy continues to decline, with nearly a third of students now failing to meet basic literacy proficiency. This article proposes a new model for thematic analysis to improve literacy-based outcomes amongst intermediate and secondary students. Through an examination of five Ray Bradbury short stories, the author shows how this model can be used to move students beyond literal comprehension while enhancing their ability to skillfully analyze and interpret the subtextual elements of stories in order to create thematic statements that reveal the hidden meaning of a text.
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