Metacognition—"thinking about thinking."

Graphic organizers—illustrate concepts and interrelationships among concepts in a text, using diagrams or other pictorial devices.

Semantic organizers—(also called semantic maps or semantic webs) are graphic organizers that look somewhat like a spider web. In a semantic organizer, lines connect a central concept to a variety of related ideas and events.

Direct explanation—strategy instruction in which the teacher explains to students why the strategy helps comprehension and when to apply the strategy.

Modeling—strategy instruction in which the teacher demonstrates how to apply the strategy, usually by "thinking aloud" while reading the text that the students are using.

Guided practice—strategy instruction in which the teacher guides and assists students as they learn how and when to apply the strategy.

Application—strategy instruction in which the teacher helps students practice the strategy until they can apply it independently.

Explicit instruction—instruction in which the teacher directly explains the concept.
Informal reading inventories—assessment tools that typically consist of graded word lists and passages, as well as retelling or comprehension questions.

Guided reading—small-group instruction with developmentally appropriate books called leveled readers.

Readability—the reading level of a book, story, or text. There are a number of different methods to determine readability.