Elements of the reading process to include the use of the semantic, syntactic, graphophonic and schematic cueing systems for active involvement and meaning making.
Just as a puzzle cannot be complete without all of the pieces, reading cannot be experienced without all of the elements. Readers piece together their background knowledge and understanding of language to create a whole experience between themselves and the text; only then is the puzzle complete. Readers must use their knowledge of the orthorgraphic (spelling and punctuation) and phonological (sounds of oral language) systems (graphophonic), text structure and rules of oral and written language (syntax), vocabulary, sentence, and whole-text meaning (semantics), and socio-cultural context (schematic) to be actively involved in the text.
The first artifact is p. 30-36 in Burke, Goodman, & Watson's book, Reading Miscue Inventory: From Evaluation to Instruction (2005). This section explains each cueing system and each is a crucial contributor to readers creating meaning of text. The second artifact is my final presentation powerpoint from my Miscue Analysis course. In the powerpoint, I presented my analysis of a second grade reader related to her understanding of each cueing system. This artifact is the product of my process of learning how to do a miscue analysis, for which I demonstrated my knowledge of the cueing systems in action. These artifacts exemplify my competence of the cueing systems, my ability to assess their use, and use this assessment to inform instruction.
Just as a puzzle cannot be complete without all of the pieces, reading cannot be experienced without all of the elements. Readers piece together their background knowledge and understanding of language to create a whole experience between themselves and the text; only then is the puzzle complete. Readers must use their knowledge of the orthorgraphic (spelling and punctuation) and phonological (sounds of oral language) systems (graphophonic), text structure and rules of oral and written language (syntax), vocabulary, sentence, and whole-text meaning (semantics), and socio-cultural context (schematic) to be actively involved in the text.
The first artifact is p. 30-36 in Burke, Goodman, & Watson's book, Reading Miscue Inventory: From Evaluation to Instruction (2005). This section explains each cueing system and each is a crucial contributor to readers creating meaning of text. The second artifact is my final presentation powerpoint from my Miscue Analysis course. In the powerpoint, I presented my analysis of a second grade reader related to her understanding of each cueing system. This artifact is the product of my process of learning how to do a miscue analysis, for which I demonstrated my knowledge of the cueing systems in action. These artifacts exemplify my competence of the cueing systems, my ability to assess their use, and use this assessment to inform instruction.