Explicit strategy instruction is at the core of good comprehension instruction. "Before" strategies activate students' prior knowledge and set a purpose for reading. "During" strategies help students make connections, monitor their understanding, generate questions, and stay focused. "After" strategies provide students an opportunity to summarize, question, reflect, discuss, and respond to text.
Teaching students to "read inferentially" helps them learn how to read more strategically. This technique is derived from the teaching model that learners develop knowledge via the process of interpreting new information in light of past experiences and rethinking past knowledge based on new information.
Background, benefits, creating, and using the strategy.
SATIC - The Schlitt Abraham Test of Interaction Coefficient was developed at Florida State University in 1973 by Dorothy Schlitt and Michael Abraham as an instrument used to record instances of pre-defined verbal and non-verbal teacher behaviors.