A style of teaching in which a teacher transmits content to students with the expectation that they will simply learn it.

A didactic style of instruction in which a teacher presents a generality or rule with the expectation that students will apply it to specific scenarios.

A type of instruction resulting from teachers’ inaccurate assumptions about students’ abilities, which leads to discord between the teaching program and the learner.

A reading technique designed to help teachers to observe and assess students’ engagement with the reading process. Teachers are then able to identify strengths and weaknesses, and plan appropriate lessons regardless of the domain, teaching method, or curriculum involved.

A form of communication-related to the creation of images—such as graphs, charts, maps, clusters, drawings, and murals—that is used to understand the text.

A pedagogical method that encourages student input in their learning and emphasizes authentic learning activities in literacy instruction by including meaningful contexts.

A technique in which a reader uses information from his or her prior knowledge or a personal association with the text’s content.

A set of rules which allows for a message to be interpreted based on the social positioning of the author and audience as well as within its social context.

Knowledge of how to actively participate and effect change in the local community and society.

A pedagogical method that emphasizes the subskills associated with reading and writing as well as the testing for proficiency in those subskills.