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Comprehension/ Theory and Strategies

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A careful analytical reading and rereading of a text in order to determine what the text says ans how it says it.

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Is the relating of elements into a consistent, logical whole. Readers establish relationships among elements in a text and between elements in a text and their background knowledge.

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Is the concept that text can be processed verbally and non-verbally. Nonverbal coding focuses on imaging.

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Refers to additional processing of text by a reader, which may result in improved comprehension and recall. Elaboration involves building connections between one's background knowledge and the text or integrating new information through manipulation or transforming it.

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Is the theory that our cognitive processes have their foundation in bodily and neural processes of perception, action, and emotion.

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Is the process of fostering comprehension by having students perform the actions specified by the text.

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Is knowledge that is isolated from relevant background knowledge. The reader has not related the new knowledge to what he or she knows.

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Refers to the outcome the reader is seeking to gain information, to prepare for a text, to learn how to put a toy together, to relax, and so on.

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refers to creating sensory representations of items in text.

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Is the establishment of connections among sentences and paragraphs on an ongoing fashion so that a sentence or paragraph currently being processed is related to sentence or paragraphs previously processed.

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Is the strategy of skimming back over a selection that has already been read in order to locate missed, forgotten, or misunderstood information.

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Refers to the overall organization of propositions within a text: the main ideas and supporting details of its meaning.

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Refers to the overall meaning or gist of passage. It is what the passage is all about, a summary statement of its meaning.

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Are designed to meet the demands of dealing with the overwhelming amount of information available through the internet and other sources and include finding, navigation, and evaluating resources.

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Metacognitive awareness, means being conscious of one's mental process

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Refers to the organization of individual propositions or statements in a text.

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Is being aware of or checking one's cognitive processes. In reading comprehension, the reader montors his or her understanding of the text.

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Is the process of using text features and illustrations to get an overview of a text or to predict its content.

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Is the background information that a reader brings to the text.

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Are statements of information

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For reading is the question that the reader wants to answer or the information the reader is seeking.

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Is an elaboration strategy in which students create question to be answered mentally as they read a text.

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Is a form of cooperative learning in which students learn to use four key reading strategies in order to achieve improved comprehension: prediction, question generation, clarifying, and summarizing.

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Is a metacognitive activity in which the reader guides his or her reading process.

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Is studying or repeating something so as to remember it.

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IS the process of taking steps to correct faulty comprehension.

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Or reciprocal questioning, is a procedure in which the teacher and student(s) take turns asking and answering questions about a text.

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Refers to a unit of organized knowledge.

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Depend on the reader's knowledge. The reader uses her or his background knowledge to make an inference about a character, event, or other detail in a text or the text as a whole.

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Describes how familiar situations are understood; situation model theory describes how new situations are comprehended

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Is a deliberate, planned procedure designed to achieve a certain goal.

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Consists of the statements or ideas conveyed by the surface structure. The text base incorporates the literal meaning of the text but not the form. The textbase does not contain the reader's background knowledge.

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Requires putting together two or more pieces of information from the text and making an inference based on combining those pieces of information.

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Are questions that can only be answered with evidence or information from the text as opposed to questions that can be answered solely through the reader's experience.

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Comprehension/ Text Structures and teaching Procedures

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A procedure in which the reader demonstrates comprehension by supplying missing words. Cloze is short for "closure" which is temporary to fill in the missing or incomplete information.

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Refers to a type of reading in which the reader evaluates or judges the accuracy and truthfulness on the content.

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Is an adaption of the guided reading lesson (or the directed reading activity) in which readers use preview and predication strategies to set their own purposes for reading.

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Is an instructional frame-work within which the teacher supplies whatever help or guidance students need to read a story successfully. It is an updated version of a frame-word known as the directed reading activity (DRA)

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What Is Guided Reading? | Reading Lessons

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Is writing that is designed to explain or provide information

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A procedure in which the teacher previews a text picture by picture and discusses vocabulary words, expressions, and concepts that may pose problems for the students.

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Is a procedure in which the teacher analyzes a student's thought processes in order to determine how to adjust or elaborate instruction so as to redirect the students thinking.

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Telling a story that one has read or heard. Retelling is used to check comprehension or gain insight into a student's reading processes.

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List the key components of a story: Theme, problem, plot, setting, and need concepts.

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Is a series of rules designed to show how the parts of a story are interrelated

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Provide an overview of a story: character, setting, plot, problem, and ending

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Is a classification of objectives, types of questions, or other items, based off difficulty.

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Is the way a piece of writing is organized: Main idea and details, comparison-contrast, problem-solution, and so on.

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A procedure in which the teacher previews a text by discussing titles and subheads, illustrations, glossed items, and other aids and discuss any vocabulary words, expressions, and concepts that may pose problems for students.

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A period of silence between asking a question and repeating or rephrasing the question, calling on another student, or making some sort of comment.