Graphic form representations of the relationships between topics, ideas, and details. Examples include semantic webs, mapping, and the herringbone technique.

A process used by individuals or within small groups that helps students set their reading objectives. The teacher guides the students as they continuously read a selection quietly until they can read independently. The teacher and students exchange questions after every sentence read until the point at which a general

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

A degree or quality regarding the level of difficulty of a text which is measured by looking contextually at the qualitative and quantitative as well as the reader and task-related aspects of a given text.

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.

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.

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

A structure of individual sounds in language which understands how these sounds combine to make words as well as the effects of stress, pitch, and juncture on language.

A method that promotes independent reading by gradually transferring teacher-posed questions to student-posed ones.

The act of focusing carefully on sounds in spoken language with the goal of acquiring the message being communicated.