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There are various reading strategies that help readers recognize what they are learning, which allows them to further understand themselves as readers. Also to understand what information they have comprehended. These strategies also activate reading strategies that good readers use when reading and understanding a text. [9]
Concept-Oriented Reading Instruction (CORI) was developed in 1993 by Dr. John T. Guthrie with a team of elementary teachers and graduate students. The project designed and implemented a framework of conceptually oriented reading instruction to improve students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension.
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
Readability is the ease with which a reader can understand a written text.The concept exists in both natural language and programming languages though in different forms. In natural language, the readability of text depends on its content (the complexity of its vocabulary and syntax) and its presentation (such as typographic aspects that affect legibility, like font size, line height ...
There is not a set formula to describe a text’s textuality; it is not a simple procedure. This summary is true even though the interpretation that a reader develops from that text may decide the identity and the definitive meanings of that text. Textuality, as a literary theory, is that which constitutes a text in a particular way. The text ...
Plain language focuses on ways of writing a text so that it is clear, concise, pertinent, efficient, and flows well for the reader. [4] The Center for Plain Language states that: "[a] document, web site or other information is in plain language if the target audience can read it, understand what they read, and confidently act on it". [5]
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Before reading: a teacher will access background knowledge, build schema, set a purpose for reading, and preview the text with students. Typically, a group will engage in a variety of pre-reading activities such as predicting, learning new vocabulary, and discussing various text features.