NCEA Literacy (Reading) key terms

Understanding information that is stated directly in a text, such as names, dates, facts and sequence of events, without needing to work out hidden meanings or draw inferences.

Two fast reading strategies: skimming means reading quickly for the general idea, while scanning means moving the eyes over text to find one specific piece of information such as a date or name.

A sentence, usually near the start of a paragraph, that states the paragraph's main point and signals what the rest of the paragraph will explain or support.

The central point a whole text or section is making, which the supporting details explain or prove. It is broader than any single detail.

A fact, example, statistic or reason given in a text to explain, prove or develop the main idea. Details answer questions like who, what, when and how much.

A conclusion a reader draws by combining clues in the text with their own knowledge, when the point is suggested rather than stated outright.

Briefly restating the most important points of a text in your own words, leaving out minor details, so the overall meaning is captured accurately.

Restating a specific passage in your own words while keeping its original meaning, often to check understanding or to explain an idea more simply.

Combining information from two or more parts of a text, or from several texts, to build a fuller understanding or reach a new conclusion.

Identifying how two things, ideas or texts are similar (compare) and how they differ (contrast), often to judge which is stronger or more suitable.

The way information in a text is organised, such as cause and effect, problem and solution, chronological order, or comparison, which helps readers predict what comes next.

Arranging events or steps in the order they happened or should be done, often signalled by words like first, next, then and finally.

The order in which steps, events or instructions follow one another in a text, which readers track to understand processes and narratives correctly.

A group of sentences about one idea, separated from other groups by a line break or indentation, helping readers follow how a text is organised.

Short titles that label sections of a text. Headings show the main topics and subheadings break these into smaller parts, helping readers locate information quickly.

The reason a text was written, such as to inform, persuade, entertain, instruct or warn. Identifying purpose helps a reader judge how to use the information.

The group of people a text is aimed at. Writers adjust vocabulary, tone and detail depending on what their intended readers already know and care about.

An unfair leaning towards one side of an issue, shown by what a writer includes, leaves out or emphasises. Strong bias can make a text unreliable as balanced information.

How trustworthy a text is as a source of information, judged by factors such as the author's expertise, the evidence given, the date and whether the content can be checked elsewhere.

Facts, statistics, examples or expert opinions used to support a claim. Strong evidence is specific, relevant and can be checked by the reader.

A statement a writer asks the reader to accept as true, which may or may not be supported by evidence elsewhere in the text.

Judging how well a text achieves its purpose, weighing the strength of its evidence, the fairness of its argument and the quality of its sources.

The perspective from which a text is told or written. In fiction this may be first person (I) or third person (he, she, they); in non-fiction it is the writer's stance.

A text written to convince the reader to accept an opinion or take an action, often using reasons, emotive language, rhetorical questions and appeals to authority or fairness.

A question asked for effect rather than to get an answer, used to make a point and push the reader towards the writer's view.

Word choices deliberately selected to stir feelings such as fear, sympathy or anger, often used in persuasive writing to influence how the reader responds.

The feelings or associations a word carries beyond its literal meaning. For example, 'slim' and 'skinny' describe similar things but suggest different attitudes.

The literal, dictionary meaning of a word, separate from any emotional associations it may carry.

Language that goes beyond literal meaning to create pictures or effects, including metaphor, simile and personification, common in literary and advertising texts.

Descriptive language that appeals to the senses so readers can picture a scene, mood or experience, often built through simile, metaphor or sensory detail.

The writer's attitude towards the subject, shown through word choice and sentence style. Tone might be serious, humorous, sarcastic, angry or sympathetic.

The voice telling a story, who may be a character within it or an outside observer, shaping what the reader knows and how events are presented.

The methods a writer uses to build a character, including description, dialogue, actions and what other characters say about them.

A text where meaning is carried mainly by images, layout, colour and symbols, such as a poster, advertisement, infographic or webpage, often combined with some words.

A text that combines more than one mode of communication, such as written words, images, sound or layout, so meaning is built by all parts working together.

The arrangement of words, images and white space on a page or screen. Placement, size and prominence guide the reader's eye and signal what matters most.

Words copied exactly from a text, usually placed in quotation marks and credited to the original author, used as evidence or support for a point.

Hints in the surrounding words and sentences that help a reader work out the meaning of an unfamiliar word without needing a dictionary.

Understanding what a word means as it is used in a particular sentence, recognising that the same word can carry different meanings in different situations.