Systematic Review: A planned review of previously learned materials.
Targeted Supplemental/Intervention Reading Programs (TSRP/TIRP): These
programs and materials provide instruction in one or more areas of reading skill. They
are intended for flexible use as part of differentiated instruction or in more intensive
interventions to meet student learning needs in specific areas (phonemic awareness,
phonics, fluency, vocabulary, or comprehension). When they are used with almost all
students in the class because the CCRP does not provide enough instruction and
practice in a given area for the majority of students in the class, they are usually referred
to as supplemental materials. When they are used to provide targeted, intensive
interventions for smaller groups of struggling readers, they are often referred to as
intervention materials. Whether referred to as supplemental or intervention materials,
these programs provide targeted instruction designed to fill in gaps in student knowledge
or skill. These materials can be used to provide either additional instruction or additional
practice, or both.
Target Words: Are specifically addressed, analyzed, and/or studied in curriculum
lessons, exercises, and independent activities.
Text Structure: The various patterns of ideas that are embedded in the organization of
text (e.g., cause-effect, comparison-contrast, story grammar).
Think-Alouds: During shared read aloud, teachers reveal their thinking processes by
verbalizing: connections, questions, inferences, and predictions.
Timed Reading: Student reads appropriate text with a predetermined number of words
to be read within a specific amount of time.
Trade Book: A book intended for general reading that is not a textbook.
Train-the-Trainer Model: A capacity-building plan to develop master trainers who then
deliver the program information to users.
Useful Words: Words that might be unknown to the student, but critical to passage
understanding and words that students are likely to encounter in the future.
Useful Letter Sounds: Letters that appear frequently in words. Beginning readers can
decode more words when they know several useful letters. Knowing the sounds of /m/,
/a/, /t/, and /i/ is more advantageous than the sounds /x/, /q/ /y/, and /z/. Other useful
letter sounds are /a/, /e/, /i/, /o/, /u/, /b/, /c/, /d/, /f/, /g/, /h/, /k/, /l/, /n/, /p/, and /r/.
Variant Correspondences: Various corresponding spelling patterns for a specific sound
or a variety of spelling patterns for one sound (e.g., long a spelled a, a_e, ai_, _ay).
Vocabulary: Refers to all of the words of our language. One must know words to
communicate effectively. Vocabulary is important to reading comprehension because
readers cannot understand what they are reading without knowing what most of the
words mean. Vocabulary development refers to stored information about the meanings
and pronunciation of words necessary for communication. Four types of vocabulary
include listening, speaking, reading and writing.