1. '
1.1. Learning to Read
1.1.1. Meaning
1.1.1.1. Does it make sense?
1.1.2. Structure
1.1.3. Visual
1.2. Roles of Reader
1.2.1. Code Breaker
1.2.1.1. Visual
1.2.2. Meaning Maker
1.2.2.1. Comprehension
1.2.3. Text User
1.2.3.1. Function and structure
1.2.4. Text Critic
1.2.4.1. Form
2. Becoming Independent Readers
2.1. Search for information in words
2.2. Discover new things for themselves
2.3. Early Behaviours
2.3.1. appropriate
2.3.2. Secure
2.3.3. Habituated
2.4. Repeat what they learn
2.5. Self Correction
2.6. Solve new words
3. Assessment
3.1. Readiness Test
3.2. Intelligence Tests
4. High Progress Readers
4.1. Scan ahead before reading
4.2. Focuses on the meaning of text
5. Low Progress Readers
5.1. Don't rapidly search
5.2. Ask trivial questions
5.3. Make up story
5.4. Disregard discrepancies between response and words on the page
6. L3 Reading
6.1. Book Orientation
6.1.1. Who is telling the story
6.1.1.1. "Someone is trying to tell us something"
6.1.1.1.1. Might be a character
6.1.2. What the author is telling us?
6.1.3. Repeated phrasing
6.1.3.1. "What I see I say and what I say i see"
6.1.4. What word work would follow the text?
6.2. Familiar Reading
6.3. Teach during and after reading
6.4. Word work
7. Reading Recovery
7.1. Conceived by Marie Clay
7.2. Used to close gaps
7.3. Features
7.3.1. Global program
7.3.2. Preventative strategy
7.3.3. Goal is independent reading
7.3.4. Requires accelerated learning
7.3.5. School based program
7.4. Activities
7.4.1. Reading of continuous text
7.4.2. Letter Knowledge
7.4.3. Writing Vocabulary
8. Running Record
8.1. MSV
8.1.1. Meaning
8.1.2. Structural
8.1.3. Visual
8.2. Aim for 90% accuracy
8.2.1. Above 95% - Too Easy