Learning to read graphs and charts is also part of the comprehension process. Learners use cues in text such as titles, headings and sub-headings, bold print or italics, captions, and other text features to construct meaning. They need to be encouraged to think about what word would make sense and fit in the sentence pattern or context. In early literacy development, some students over-rely on graphophonic cues and attempt to sound out every word. Graphophonic cues are used to support semantic, syntactic, and pragmatic cues to help readers determine if a word is logical or makes sense. Decoding is not, as the word may imply, a mechanical process but an essential means of making meaning. Readers identifying unknown words by relating speech sounds to letters or letter patterns are using graphophonic cues. Graphophonic cues involve the letter-sound or sound-symbol relationships of language. Oral punctuation provides cues to meaning through rhythm and flow, pauses, inflection, and voice modulation. Conversely, listeners and readers use their intuitive knowledge of grammar to predict what words are likely to appear next. For example, the position a word holds in a sentence will cue the listener or reader as to whether the word is a noun or a verb. Syntactic cues involve word order, rules and patterns of language (grammar), and punctuation. Gradually, students independently relate new information to what is known and personally meaningful. Teachers can scaffold students use of semantic knowledge by relating new concepts to concepts already familiar to the students. Many of the conventions of visual media fall under the umbrella of semantic cues. Semantic cues involve the learners prior knowledge of language, text, and visual media, and their prior life experiences. Semantic cues refer to the meaning in language that assists in comprehending texts, including words, speech, signs, symbols, and other meaning-bearing forms. In order to communicate, students need to learn how to maximize their use of linguistic and textual cues. Students make meaning by combining their background knowledge with their use of cueing systems. Literacy Learning Through the Six Language Arts - Part 3 Language Cueing SystemsĮach of the language arts is governed by various cueing systems. English Language Arts: A Foundation for Implementation Implementation Overview: K-4
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |