Terms and Classifications (Alphabetical)
Hi-Lo BooksHi-Lo books from Orca Book Publishers are short, high-interest novels, written at a lower reading level but with age-appropriate plots, characters and storylines. These books feature linear storylines, limited vocabulary and contemporary topics.
InferringCombining background knowledge with information from the text to predictm conclude, make judgements and interpret.Metacognitive Strategies
A set of strategies that all proficient readers use to take meaning from what the read, including monitoring for meaning, using and creating schema, asking questions, determining importance, inferring, using sensory and emotions images and synthesizing. Learn more...
Reluctant ReaderReluctant readers are typically students who are disengaged, struggling readers, many of which are not realizing success in any aspect of their school career. These students may have the ability to decode words but are often lacking the skills required to construct meaning from the texts that they are asked to read. Educators encounter struggling readers in the classroom every day. These students need to be engaged in reading and must be helped to develop the skills required to not only be successful in school, but to become lifelong readers and learners. All students will require advanced literacy skills regardless of their post secondary pathway, and reluctant and struggling readers need extra support in achieving this end.
Unfortunately, many of these students arrive at middle and secondary school believing that they can’t read and/or that they dislike reading. This negative attitude tends to be combined with a steadfast view that it is too late for them to become good readers. The pre-existing attitudes and beliefs of these students make it extremely challenging for teachers to actively engage them in reading.
SynthesizingCreating an evolution of meaning by combining understanding with knowledge from other texts/sourcesText-to-Reader Connections
Text to self: connections between the text and the reader’s experiences and memories. The more experiences and memories a reader has about a topic, the easier the material is to read.
Text to world: Connections the reader makes between the text and what he knows about the world (facts and information)
Text to Text: Connections the reader makes between two or more types of texts. The reader may make connections relative to plot, content, structure, or style.