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

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.

Learning characterized by students working together with a partner or in small groups to better understand their reading of a text.

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.

The systematic structures that highlight the key elements of a story, including the setting, initiating event, a reaction, a goal, an attempt, an outcome, and a solution.