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<glossarydata>
 <entry name="Active listening instruction" value="teaching students how to listen actively while reading" />
 <entry name="Cloze" value="usually statement question with a blank standing for an omitted word that can be  _____ (derived) from the statement's context." />
 <entry name="Comprehension strategy" value="Comprehension strategies foster active reading and guide a reader to become more self-aware of the reader’s own-understanding during reading." />
 <entry name="Critical listening" value="inferring, questioning, and evaluating while listening" />
 <entry name="Critical reading" value="inferring, questioning, and evaluating while reading" />
 <entry name="Direct instruction" value="The teacher helps students to (1) view reading as a problem solving taks that requires strategic thinking and (2) to learn to think strategically." />
 <entry name="Effect size" value="A statistical term for an summed or averaged difference, usually derived by computing the difference between studies in standard deviation units" />
 <entry name="Experimenter tests" value="Tests designed to test for the specific ability taught." />
 <entry name="Expository" value="Explaining and setting forth the text purpose" />
 <entry name="Meta-analysis" value="a systematic comparing of differerent scientific studies on a topic, often reporting an effect size of the combined results" />
 <entry name="Meta-cognitive" value="awareness and self-control of one's own thinking process during any activity, including reading" />
 <entry name="Modeling" value="serving as an example" />
 <entry name="Narrative" value="A story or event-based line of thought" />
 <entry name="Narrative structure" value="The story-line or event-based organization of a story or essay (see Story structure)." />
 <entry name="New scientific understanding of comprehension" value="a cognitive conceptualization of reading that perceives the reader as an active participant who constructs meaning through intentional, problem solving processes." />
 <entry name="Plot" value="Story line" />
 <entry name="Question answering instruction" value="teaching students how to find answers available in the text" />
 <entry name="Reading comprehension" value="Interpretations made by a reader during reading a text and stored in stored the reader's memory in a way that facillitates the reader's ability to put what was read and interpreted to some use, e.g., to answer questions about that text." />
 <entry name="Reciprocal teaching" value="four main strategies are frequently taught by teacher modeling: generation of questions, summarization, seeking clarification" />
 <entry name="Semantic processing" value="Sorting out word meaning." />
 <entry name="Semantics" value="Word meanings" />
 <entry name="SQ3R" value="For Survey, Question, Read, Recite and Review, SQ3R is a graphic organizer technique first developed in WWII, for military training undergoing accelerated courses." />
 <entry name="Standard deviation" value="A computation that shows how far specific data points in a study spread out from the average (mean) of all the data in that study" />
 <entry name="Standardized tests" value="A test that compares results to a reference group, usually drawn from many schools and communities." />
 <entry name="Story map" value="1. Showing the story chain of events on a time line or, 2, maping text relationships regardless of order." />
 <entry name="Story structure" value="The set of a story's episodes, a story line (plot)" />
 <entry name="Syntax" value="Relationship between word meanings" />
 <entry name="Transactional Instruction" value="Teachers facilitate disucssions in which students (1) collaborate to form joint interpretations of text and )(2) explicity discuss the mental processes and conitive strategies that are invovled in comprehension." />

</glossarydata>
