ERIC Number: ED263527
Record Type: RIE
Publication Date: 1984-Dec
Reference Count: 0
The Dynamics of Cueing Strategy Usage in Grades Two through Four. SESA Project Report.
To discover the strategies good and poor readers employ at grades two, three, and four, a case study focused on the oral reading of four students (two good readers and two poor readers) in their second, third, and fourth grade years. Data were examined and interpreted. All four children either increased their ability to make use of cuing systems (graphic, phonic, syntactic, and semantic) during their primary school years or maintained an already high level. Implications of the study are that students must master word identification skills and that the teaching of phonics can be beneficial to students. Finally, although the importance of visual information to a good reader's processing of reading material is high, the role of context related clues becomes more important during the late primary years. (Charts for each child accompany the text, and an appendix describes a scoring system for miscue analysis.) (DF)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (30th, New Orleans, LA, May 5-9, 1985).