Reading Code Family With Subcodes and Definitions
| Individual Codes | Definition of Individual Codes | Subcodes | Definition of Subcodes |
|---|---|---|---|
| R: Purpose | The various reasons why teachers choose texts, and the goals for reading in their classroom | Comprehension | Goal of understanding a concept |
| Enjoyment | Goal of reading is to enjoy and want to read more in the future | ||
| Exposure | Goal of reading texts to expose students to different ideas, viewpoints, and topics | ||
| Meet a deficit | Goal of reading to build up specific skills students are lacking | ||
| Extract information | Goal of reading is to take away factual information and do something with it | ||
| Increase stamina | Goal of being able to get through longer and more difficult pieces when they hit roadblocks | ||
| Engagement | Goal of reading texts that will capture students attention | ||
| Relevance | Goal of reading things students will find relevant in their own lives | ||
| Connections | Goal of reading to make connections between content areas | ||
| R: Strategies | Things teachers say students do in order to access a text during class | Annotation | Students circle, highlight, and physically write on what they are reading |
| Skim | Students searching the text for relevant facts and information instead of reading every single word | ||
| Text features | Students look at text features to indicate where to focus their attention | ||
| Rereading | Students go back to small portions of the text for a second or third time | ||
| Test taking strategies | Students practice specific strategies to help them on multiple choice EOGs | ||
| R: Limitations | Factors that limit how much reading or what types of reading teachers use in their classrooms | Limited vocabulary | Students have limited vocabulary and cannot access the text |
| Low reading levels | Students are unable to read at the level of text, and therefore have difficulty comprehending | ||
| EOG preparation | Instructional time is limited because the end goal is getting students to pass high stakes assessments | ||
| Disciplinary perceptions | Teacher’s belief that this is a skill central to another discipline |
| R: Purpose | The various reasons why teachers choose texts, and the goals for reading in their classroom | Comprehension | Goal of understanding a concept |
| Enjoyment | Goal of reading is to enjoy and want to read more in the future | ||
| Exposure | Goal of reading texts to expose students to different ideas, viewpoints, and topics | ||
| Meet a deficit | Goal of reading to build up specific skills students are lacking | ||
| Extract information | Goal of reading is to take away factual information and do something with it | ||
| Increase stamina | Goal of being able to get through longer and more difficult pieces when they hit roadblocks | ||
| Engagement | Goal of reading texts that will capture students attention | ||
| Relevance | Goal of reading things students will find relevant in their own lives | ||
| Connections | Goal of reading to make connections between content areas | ||
| R: Strategies | Things teachers say students do in order to access a text during class | Annotation | Students circle, highlight, and physically write on what they are reading |
| Skim | Students searching the text for relevant facts and information instead of reading every single word | ||
| Text features | Students look at text features to indicate where to focus their attention | ||
| Rereading | Students go back to small portions of the text for a second or third time | ||
| Test taking strategies | Students practice specific strategies to help them on multiple choice EOGs | ||
| R: Limitations | Factors that limit how much reading or what types of reading teachers use in their classrooms | Limited vocabulary | Students have limited vocabulary and cannot access the text |
| Low reading levels | Students are unable to read at the level of text, and therefore have difficulty comprehending | ||
| EOG preparation | Instructional time is limited because the end goal is getting students to pass high stakes assessments | ||
| Disciplinary perceptions | Teacher’s belief that this is a skill central to another discipline |
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