Describes a teaching strategy in which teachers ask questions that help students activate their existing knowledge about a text to be read in order to facilitate the learning of new concepts. (FL)

Describes an approach to content reading instruction that emphasizes both content and process, and encourages reader response in social, affective, cognitive, and metacognitive realms. It begins with the Content Directed Reading-Thinking Activity, followed by the Group Mapping Activity and the Vocabulary Self-Collection Strategy. (HOD)