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.

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

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

The clear visual image that certain words evoke. Examples of such words include a dog, table, and blue.

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

A concept in the meaning of certain words that do not evoke a clear visual image. Examples of such words include way, there, and democracy.