A reading comprehension strategy that moves from focusing on sentences to paragraphs. This framework provides students with proper contextual information, corrects any incorrect cues in the sentences, answers any questions students might have about the sentence and asks students questions to clarify the material further.

Representing, through a visual display, the relationships between the elements in the composition of a story or expository selection. It is also known as mapping.

A dynamic set of knowledge about meaning in language that a reader has, including the underlying concepts of words and how those concepts relate. Through this, the reader can organize concepts and identify the significant aspects of a variety of concepts.

In QARs, the quality associated with an answer to questions from which the information must be rooted in the student’s background knowledge.

Substitutes for words that usually and repeatedly appear in a passage. Pronouns are an example.

A reading technique that combines elements from the ReQuest and QAR strategies to help middle- and upper-grade students recognize words, anticipate the nature of teachers’ questions, focus on informative parts of a text, and answer questions effectively.

A reading technique which aims to help students determine the difference between questions with answers that can be found directly in the text (“right there”), questions with answers that can be found in the text but require synthesizing information (“putting it together”), and questions that require the reader to use

The collection and integration of information sources that the reader uses to derive and make meaning in the act of reading.

The action which mentally processes and turns oral language into meaning.

A teaching strategy, developed by Russell G. Stauffer, which aims to improve reading comprehension through a repeated prediction-making process.