Academic Vocabulary BIG LIST

Coxhead (2000) compiled the Academic Word List containing the 570 most common academic words.

Here are the top 570 Academic Vocabulary terms: http://www.uefap.com/vocab/select/awl.htm

What's the reading level of a text? That's a trick question!

Again, from Chris Tovani, 2008

Reading Levels Change

Based on three factors:

Background knowledge - The more background knowledge a reader has about the topic, text structure, and author, the more difficult text he can read

Interest and Motivation - If a reader has interest in the topic or is motivated to read, he will work harder to comprehend.

Purpose - When a reader knows why he is reading something and knows what he needs to get from a text, he can better sift and sort informaion to determine what is important

So, what does this mean for teachers? Shower readers with background knowledge, tap into interests, and create a purpose for every reading assignment.

Thinking Strategies Used by Proficient Readers

This is also from the Chris Tovani program. It's based on research synthesis of P. David Pearson and Janice A. Dole.

"A strategy is an intentional plan that is flexible and can be adapted to meet the demands of the situation.

Proficient Readers:

• Activate background knowledge and make connections between new and known information.
• Quesion the text in order to clarify ambiguity and deepen understanding.
• Draw inferences using background knowledge and clues from the text.
• Determine importance in order to distinguish details from main ideas.
• Monitor comprehension in order to make sure meaning is being constructed.
• Reread and employ fix-up strategies to repair confusion.
• Use sensory images to enhance comprehension and visualize the reading.
• Synthesize and extend thinking.