An interactive learning strategy aimed at teaching students to summarize portions of text, predict potential questions, clarify the complex text. At first, students observe the teacher as he or she models ideal behaviors; then, they gradually take on the teacher’s instructional role.

Carefully crafted questions based on student responses to guide conceptual thinking effectively and usefully.

The first phase of reading which involves scanning or skimming the text and viewing information such as titles, headings, summaries, illustrations, and topic sentences to activate schema and facilitate reading comprehension.

The final phase of the study which involves the use of organizational, translational, or repetitive activities to reinforce acquired knowledge. Examples of such activities include graphic organizers, paragraph frames, annotations, recitations, K-W-L charts, and think links.

Particularized information directed to the learner, which often addresses how they have employed a strategic plan and identifies specific learning objectives.

The second phase of reading which involves a reader’s direct interaction with the text.

The ability to examine, analyze, and raise meaningful questions about the validity of an author’s message and the strength of the perspectives or arguments put forth.

Ongoing observation and assessment of one’s understanding of the content while engaged in the act of reading.

A reading method that uses four comprehension techniques (previewing, “click” and “clunk,” get the gist, and wrap-up) to help students employ effective tactics as they read.

An activity for the prewriting stage in which a list of words that are to be included in a story are presented as well as the order in which they should be used.