The knowledge we rely on for effective reading.
As we read we use information from four different sources to comprehend the text which we are reading. As beginning teachers, it is essential that we are aware of these cue systems and how they can be effective tools to help students comprehend text and read fluently. These cue systems are most effective for comprehending text when used simultaneously.
Semantic Information - "This cue system refers to the meanings in the text and in the mind of the reader. It includes word meanings, subject specific vocabulary, figurative language and meanings presented in images (G. Winch, p32 2010)". Your students will often use these cues when they are considering ideas, information and feeling in text; encourage them to call on their prior knowledge that they bring to the text in order to read fluently and comprehend the text. When a reader is able to link a new text to everything that they already know about the topic they have the best chance at effective reading comprehension (G. Winch, 2010).
Grammatical Information - This cue system relies on the readers knowledge of language and the way it works. As teachers it is essential that we equip our students with the knowledge of language and grammar. When a student is at a stage where they can predict how a sentence should be structured and how different words work to achieve meaning in a text, they are able to maintain fluency in their reading and predict the word that may appear next in a sentence (G.Winch, 2010).
For example:
Phonological-graphical information - This cue system refers to the sounds of spoken language and language in print. Phonological information refers to concepts such as sounds in words, ryhme, syllables, onset and rime, whereas graphical information includes knowledge of letters, letter clusters/blends (cl,bl), diagraps (ch, th, oa), syllables (syl.la.bles), prefixes (non-, anti-), and suffixes (-ness, -ation), sight words (irregular words such as; was, talk, yacht), concepts about print, such as spaces between words, directionality, punctuation and book conventions such as page layout.
Once a student is equipped with these tools they are able to use both semantic information and graphical information to guide their de-coding of text.
Visual/pictorial information - This cue system focuses on the visual elements which we can use to help comprehend text, both print based and electronic.
Examples of visual elements which we may ask our students to look at in a text.
Each of these types of visual information needs to be understood by the reader if they are to effectively read the text as a whole (G. Winch, 2010)
Semantic Information - "This cue system refers to the meanings in the text and in the mind of the reader. It includes word meanings, subject specific vocabulary, figurative language and meanings presented in images (G. Winch, p32 2010)". Your students will often use these cues when they are considering ideas, information and feeling in text; encourage them to call on their prior knowledge that they bring to the text in order to read fluently and comprehend the text. When a reader is able to link a new text to everything that they already know about the topic they have the best chance at effective reading comprehension (G. Winch, 2010).
Grammatical Information - This cue system relies on the readers knowledge of language and the way it works. As teachers it is essential that we equip our students with the knowledge of language and grammar. When a student is at a stage where they can predict how a sentence should be structured and how different words work to achieve meaning in a text, they are able to maintain fluency in their reading and predict the word that may appear next in a sentence (G.Winch, 2010).
For example:
- Yesterday he _________ the length of the football oval as fast as he could.
- She had one ice cream scoop and he had two ice cream scoop___.
Phonological-graphical information - This cue system refers to the sounds of spoken language and language in print. Phonological information refers to concepts such as sounds in words, ryhme, syllables, onset and rime, whereas graphical information includes knowledge of letters, letter clusters/blends (cl,bl), diagraps (ch, th, oa), syllables (syl.la.bles), prefixes (non-, anti-), and suffixes (-ness, -ation), sight words (irregular words such as; was, talk, yacht), concepts about print, such as spaces between words, directionality, punctuation and book conventions such as page layout.
Once a student is equipped with these tools they are able to use both semantic information and graphical information to guide their de-coding of text.
Visual/pictorial information - This cue system focuses on the visual elements which we can use to help comprehend text, both print based and electronic.
Examples of visual elements which we may ask our students to look at in a text.
- Pictures, such as; photos, drawings, comic strips and moving images.
- Diagrams, such as; tables, graphs, cut a ways, flow charts, maps and plans.
- Icons, such as; tabs, buttons, menu bars, drop down menus and cursors.
- Design features, such as; page and screen layout, font, bolding and italics, spacing and movement.
Each of these types of visual information needs to be understood by the reader if they are to effectively read the text as a whole (G. Winch, 2010)