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What strategies are effective to improve reading comprehension and how to support students¨ of cueing systems?

According with Gael E. Tonpkings  and Pacheco Guano John Luis the cueing systems improve reading comprehension as receptive skills. Also, the cueing system is known by other names, such as reading learning cues or multiple reading strategies.

Literacy for the 21st Century. A balance Approach Fifth Edition by Gail E. Tompkins.

In this edition the autor  emphasizes the use of the ITC in the literacy process. Also, develop strategies to be an effective teacher that supports students use of the cueing systems.

The Phonological or sound system.

Activities:

The Syntactic System or structural system.

Activities:

The Semantic System or meaning system.

Activities:

The pragmatic System or social and cultural use, systems

Pacheco Guano John Luis conducted a research investigation titled ¨Three Cueing System to Develop Reading in EFL at Dr. Antonio Ante school addressed to elementary teachers¨. This research project focused on the use of the three-cueing system as a successful idea for the development of reading skills as strategy to improve the reading comprehension deficit in the students. 

The system is focused on topics such as syntactic, semantic and phonetic to guide students in the autonomous construction of the knowledge in a text; codifying, decoding and communicating the information. The main idea of the research was planning a training program based on the three-cueing system to develop reading skills for the teachers’ professional development. and propose some useful strategies to contribute to teachers and also students on the teaching-learning process of reading.

Pacheco stated in his research ¨Understanding Reading is complex, made up of vastly different processes that occur very quickly and simultaneously (Watkins, 2017, p. 14, 15). When a child reads, he decodes the letter combinations quickly and match the pattern that emerges from the decoding with his lexical knowledge. When a child reads, he also uses his knowledge of grammar to group words into sentences and make connections. Furthermore, he infers something that is not explicitly stated from what he has already understood. All these knowledge bases are constantly used as he processes the text and the deeper lexical, phonological, grammatical and speech awareness, the easier the reading task becomes¨.  

The process of reading comprehension is a fundamental factor that teachers must take into account during the development of reading. It is vital to identify the linguistic aspects that play a very elementary role in the process of reading by implementing a THREE-CUEING SYSTEM WORKSHOP.

THREE-CUEING SYSTEM WORKSHOP

Three Cueing System: To explain about the linguistics elements that are part of the three cueing system and how it works.

Phonics: To reinforce the knowledge and understand the significance of phonetics as a linguistic element on oral language production.

Semantics: To consolidate the understanding about semantics as a fundamental linguistic element, that is, the meaning of the words, their denotation and connotation.

Syntax: To strengthen the knowledge about syntax as a linguistic element and guide teachers on how words are arranged to construct sentences with a coherent meaning.

The research concludes that:

The use of the three-cueing system as a strategy to improve reading comprehension has linguistic foundations that validate its recommendation.

The three-cueing system presents fundamental linguistic elements necessary to carry out the teaching-learning process of reading.

The three-cueing system is a proposal to improve the teaching of reading in a more linguistic and pedagogical way.

https://reposito rio.utc.edu.ec/bitstream/27000/8227/1/MUTC-001067.pdf