1. THEMATIZATION

3. Learningvocabularyisalsolearningthe conceptual knowledgeassociatedwiththeword.

4. Animportantpart of teachingbackgroundknowledgeisteachingthevocabularyrelatedtoit, and, conversely, teachingvocabularymay mean teaching new concepts, new knowledge.VOCABULARY DEVELOPMENT

6. Hayes and Tierneyfoundthatbackgroundinformationrelatedtothetopictobelearnedhelpedreaderslearnfromtextregardless of howthat back groundinformationwaspresented.

7. Pearson and Johnson proposethe use of wordassociationtasks in instructionssettingstoyield a diagnosis of whatstudentsalreadyknow.

8. Teachersmaygoorganizetheassociationintotheform a “semanticmap”: Example: (look theimage)

10. TEXT-MAPPING STRATEGIES Textmappinginvolvesselectingkeycontentfromanexpositorypassage and representingit in somesort of visual display (boxes, circles, connectinglines, treediagrams) in whichtherelationshipsamongthekeys ideas are madeexplicit. Networking, ampping, and flowchartingrequirestudentstodiagramhowthe ideas and theirrelationships are representedwithinthetext.

11. TEACHING PREDICTING Toteachingstudentstechniques of previewingtextscouldbeusedtoteachsecondlanguagereaderstopredicttextcontent. Theseinclude: exposing a text bit by bit ( eithersentencebysentence).

13. Discussingtheanomalies.Thecommunicativeprereadingactivities in additionbuildinganappropiatebackground,

14. PEARSON AND SPIRO ADVICES Theysuggesttechniqueswhichinclude use of explicit textual clues in onepart of thetexttodistinguishappropiatemultiple-choicepossibilities. Students can beencouragedtoreadcarefullyfordetailsbymakingsurethehaveopportunitiestoreadsuchtext as directions, forexample: makingthings, forplayinggamesorforaccomplashing a task.