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1.Learning to read means learning the names and sounds of letters, letter-sound association, and pronouncing words

2.Learning to read means learning to identify words and get their meaning (derive meaning from text)

3.Learning to read means learning to bring meaning to a text in order to get meaning from it

4.Learning to read places learning skills in the context of authentic reading and writing activities

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Skinner and Belmont (1993) defined emotional engagement as students’ feelings of interest, happiness, anxiety, and anger during achievement-related activities. In contrast, Sciarra and Seirup (2008) defined emotional engagementas the extent to which students feel a sense of belonging “and the degree to which they care about their school” (p. 218).

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Emotional Engagement is when a child/ student is emotionally invested in the task. During tutoring a child may display feelings of interest, happiness, excitement and anger during literacy activities. Emotional engagement has also been defined as a students sense of belonging within the learning environment.

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Vocabulary or language a child learns through listening. They may identify/comprehend words, objects or actions, even if they are unable to read or decode the word when seen in writing. Thus, the child may understand what the term is but cannot use it themselves.

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Vocabulary or language that a child can accurately express orally. A child may be able to express a term but may be unable to write or decode it on paper. Expressive language and vocabulary is the child’s ability to speak orally and correctly regardless of if they can read the same term.

Example: Expressive language can also be seen in the way a child speaks, such as if they use full sentences such as ‘I want to eat’ or ‘I need to go ‘verses ‘Me eat now’ ‘I need go’ both are forms of expressive language but the first example shows a higher level where the students is most likely listening to parents or teachers more carefully to know which version is more socially expected

Strategy Example:  Language Experience Story Task

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Phonological Processing:

A child’s ability to understand sounds and the structures those sounds make, often in the form of sounding out specific letters within challenging words.

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Skills such as a child’s ability to rhyme words and break words into separate syllables are examples of skills a child with phonological awareness would have. (Wren 2001) A specific example of phonological awareness would be a child’s ability to follow a rhyme pattern such as ‘bat, cat, fat, rat’. At the most basic level a child with phonological awareness should be able to recognize the patters and manipulate it such as add more words of the same sound pattern. An example of a different phonological skill would be the ability to deciphering the amount of syllables in a word and break the word up according to syllables such as ‘alphabet’ would become ‘al/pha/bet’. Whether this is done using smaller or larger words the reader should be able to break words at their level up by the syllables.

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Modeling: Modeling is an instructional strategy where learners observe a teacher, tutor or peer perform a skill or task and then work with said person to understand and complete that skill or task independently.

Explicit Instruction: A part of modeling, that can be adjusted based on student understanding and the concept. The narration of the steps of modeling, explicitly telling a student how to do a skill or strategy.

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Modeling: an instructional strategy where learners observe a teacher, tutor or peer perform a skill or task and then work with said person to understand and complete that skill or task independently
Example: pronouncing a new word and giving a definition and using it in a sentence, then making the student repeat.
Explicit instruction: providing a sufficient amount of support or scaffolding to students as they learn the strategies to ensure success
Example: think-aloud approach demonstrates the teacher's thought process and demonstrates to students how to use the strategy on their own

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Modelling - Necessary step of instruction that helps students to conceptualize and apply new skills. This can be done by providing explicit examples of what is expected of the student
Explicit Instruction - when students are given definitions or other attributes of words to be learned.

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Modeling: a way in which the teacher provides the student with an example of what is expected to be completed / done.

Explicit Instruction: directly explaining to the student, in detail,  how to complete a given task; and monitoring them to ensure they understand the instruction. This is a part of modeling, necessary to allow students to academically succeed.

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Modeling is where students learn from others of higher knowledge in a certain subject through example.
Explicit instruction: telling the learner the exact way of doing a specific task and doing so through modeling

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Modeling: an instructional strategy where learners observe someone perform a skill or task and work with that person to understand and complete that skill or task on their own
Explicit Intruction: Direcctly giving student instruction on how to complete a task. It is an extension of modeling

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Modeling: an observation based teaching strategy
Explicit Reading Strategy Instruction: giving support to a child through instruction. It is a form of modeling

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Modeling: is an instructional strategy where learners observe a teacher, tutor or peer perform a skill or task and then work with said person to understand and complete that skill or task independently

Explicit Instruction: Specifically explaining to a student how to complete a task in a way that is straight forward and/or step by step

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Modeling: Demonstration using verbal cues, actions and visuals to scaffold a task so a child can complete it independently.

Explicit instruction: Specifically explaining how to complete a task using a direct procedure.