Jan 2, 2016
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The Three Cueing Systems
A review from last semester, and a recap from Wilde, Ch. 2...
Graphophonemic (letter/sound relationships): One of the important questions for educators, is of course, how readers acquire this ability to use phonics knowledge as they read...it's important to realize that an explicit phonics approach posits that learning to read is primarily a matter of learning what sounds go with each letter or combination of letters and then blending them together, while a holistic view suggests that readers who begin with repeated reading of whole texts can eventually abstract out how phonics works...
Syntax (sentence structure): All languages have a syntax, with many variations across the world's languages, but in all cases they are systematic patterns that carry a broad variety of information about underlying meaning.
Semantics (meaning): Words in their arbitrary uniqueness, linked with what they represent, are the core of the semantic system of a language.
Understanding that these language systems operate when we read is tremendously useful when we see readers' miscues.