THREE CUEING SYSTEMS USED TO RECOGNIZE WORDS DURING READING

In the act of reading we use the knowledge stored in our cortex to constantly reach out and predict the meanings of words in the sentences we are about to read.?Three cueing systems provide the brain clues (or cues) as to what the words might be: (a) semantic, (b) syntactic, and (c) grapho-phonetic.?

1. Semantic. The semantic cueing system is the most efficient of the three in terms of speed and space required in working memory to recognize words. Semantics refers to meaning.?As you read, you use context and background knowledge to identify words and figure out what the next word might be.??For example:

The monkey ate a _ _ _ _ _ _.

You most likely know what the next word is in the sentence above.?As your brain read the sentence it focused on the word ‘monkey’ and ‘ate”.?This narrowed the possibilities of the word to something monkeys eat.?Based on your knowledge of monkey stereotypes, cartoons, and Tarzan movies you most likely inserted the word ‘banana’.?If you did not immediately insert the word ‘banana’ your brain would have then used the first letter to figure it out.?If the word ‘banana’ fit with what went before and after you would have continued.?We use the knowledge in our head to predict meanings and confirm meanings or make revisions during the reading process.

The monkey ate a b _ _ _ _ _.

?2.?Syntactic. Syntax has to do with the grammatical structure of the language. As your brain reads you also use your knowledge of grammar, sentence structure, word order, tense and plurality, prefixes and suffixes, nouns and verbs, and function words (prepositions, pronouns, etc.) to identify words.?This is the second most efficient cueing system.?

For example, in the monkey sentence above you focused on the word ‘monkey’ (noun) and ‘ate’ (verb).?Your brain knew the missing word had to be a noun of some sort.?Using syntax together with semantics you were able to easily fill in the missing word.?This is how reading works.?Your brain works holistically to create meaning with print.

?3.?Grapho-phonetic. ‘Grapho’ refers to symbols, ‘phono’ refers to sounds. The grapho-phonetic cueing systems uses letter-sounds to predict what the next word might be.?Of the three cueing systems, this one is the least efficient.?Why? It focuses on individual letters and letter patterns instead of words and ideas.?Your working memory has very limited capacity.?You can try to stuff a few letters in there, a few words, or a few ideas.?But which would be the most efficient in terms of creating meaning with print??Let me give you a hint: An idea is much bigger than a letter.?There are far more things contained in an idea than in a letter.

THE RELATIVE UN-IMPORTANCE OF LETTERS?

Letters are not nearly as important as you might think.??The passage below contains a short email message that I sent to my students?I kept the first and last letters the same, but scrambled up the inside ones.?Are you able to create meaning??How is this possible???

Scrambled inside letters. ?I tnihk tihs is a wnuerdfol casls.?You are gniog to be geart scapeil eatoucidn tahecres.?You are all tlury aaingzmg hamun bgenis.?You are aslo good ppoel.

?Let me again demonstrate the relative un-importance of letters.?The passage below is a short fairy tale.?All the vowels except the initial vowels have been removed.?Can you still create meaning with this text??How is this possible?

Text with all but the initial vowels removed. Onc upn a tm thr ws a hndsm prnc.?H lvd in a cstle.?On dy an evl wzrd cm and trnd h int a frg.?Th princ crd ot, ‘hlp m!” A btfl prncss cm t th cstl.?Sh kssd hm on th lps.?H trnd bck int a prnc.?Thy lvd hppl vr aftr.

Which are the more unimportant: vowels or consonants??I will let you be the judge.?Compare the top sentence, which contains only vowels, with the bottom sentence, which contains only consonants in the passages below.?They are both the same sentence.?Which one enables you to best create meaning??Based on this, how much time should we spend on diagraphs, diphthongs, magic e syllables, vowel pairs, controlled r syllables, and the schwa sound?

Vowels only: E eea ae ae e e ooa ea i e?.??e ae a ea uaea.

Consonants only: Th?Grnby Pckrs r th bst ftbll tm n th NFL.?Thy hv a grt qrtrbck.

?This is an excerpt from my book, 10 Essential Instructional Elements For Students With Reading Difficulties: A Brain-Friendly Approach, published by Corwin Press (2016).

RELATED MINI-LECTURES

Selected Research to Support the Three Cueing Systems in Reading

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Andersson, B.V. & Barnitz, A.G. (1984). Cross-cultural schema and reading comprehension instruction.?Journal of Reading, 28 102-108.

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