A relational status created between the specific or supporting details in a passage and the overall text.

Tools, abilities, and strategies for reading that allow readers to expand upon and develop their knowledge base through literacy.

A learning strategy based on five steps—predict, organize, rehearse, practice, and evaluate—that helps secondary- and college-level students plan, monitor, and assess their reading.

To summarize or restate something spoken or written in one’s own words. In doing so, one substitutes synonyms into the place of existing words, rearrange existing words, or both.

The statements in a passage that capture the key ideas concerning the central topic.

Also referred to as work-study skills, these are the sets of abilities that are assessed on many standardized achievement tests.

A strategy designed to help students organize information in a text using a structured outline based on six basic comprehension questions: who, what, when, where, why, and how.

A version of the GRASP strategy, which includes the following steps: surveying the chapter or section, talking about what the student remembered from the survey, scanning the chapter for missing information, discussing with the teacher about the survey results and organizing information into an outline by topic, careful independent reading

A reading strategy (used under teacher guidance) in which students read to collect information and try to remember as much as possible, list what they remember after the reading, reread the material to add to, delete, and correct information, and then organize information according to their details.

Sources of content that is explanatory, such as some information found in content-area reading.