![]() ![]() For a more in-depth introduction to this theory of language development, assessment, and intervention I strongly suggest you read Part 2 of this blog series HERE. Students process language at 2 levels – the Sentence-Discourse level, and the Sound-Word level. One of the issues here is that most adults who are reading with children do not have a background in linguistics, and quite often cannot accurately determine the source of the error, and therefore, do not provide the right cue at the right time.Ī second MAJOR problem is that “meaning” (does that make sense) and “structure” (does that word sound right in that sentence) BOTH direct a student to the same level of language processing. When a student mis-reads a word, the adult attempts to determine where the student went wrong, and will cue them with one of the following: “Does that look right? or Does that sound right? or Does that make sense?” They direct students to look for and reflect on 3 sources of information: meaning (M), Structural, (S) and Visual (V). When students make errors, adult facilitators are trained to respond using the 3-cueing system. An adult facilitator follows along and points out oral reading errors. Students read aloud either independently or within a group. In schools, Guided Reading is a common intervention practise. This strategy has potential and is not inherently “bad” however, this is by far the most-used strategy in most “guided reading” instruction in schools, and it is almost always used in a detrimental way. 1 developmental for a poor, struggling, or “late” reader Pros: encourages use of strategies to read can be a good prompt during coached oral reading IF used appropriately.Ĭons: If not used appropriately, is not an explicit instructional strategy uses partial-word analysis cueing 3-cueing system promotes “guessing” and does not teach reading metacognitively above a Gr. Strategy Name : Check it Chicks: Make sure it looks right, sounds right, and makes sense ![]() Strategy Countdown Worst-to-Best Blog post 3: Slow Down Snail: Slow down if it doesn’t seem rightĬheck it chicks: Make sure it looks right, sounds right, and makes sense. Skippy Frog: Skip the word, then go back (reviewed in Part 1 HERE )Ĭhunky Monkey: Find the chunks or little words you knowĮagle Eye: Check the Picture (Reviewed in Part 2 HERE ) Each of the strategies has a catchy title, a short description, and a picture of an animal to cue/remind the student to use the strategy when reading. Here is a list of strategies, in random order. Welcome to part 3!! Strategies that will be reviewed in this blog: I am breaking these strategies down and providing some pros and cons, and ranking them from worst to best. I’m reviewing some strategies that a parent of a Grade One student received from their school. ![]()
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