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• W2725689310 abstract "A desCriptive study examined reading errors of emergent at-risk readers to determine which cueing system(s) they used initially, and whether or not there were changes over time in cues they used during reading. Running records of 30 first-grade children (participating in Reading Recovery programs at urban or suburban public elementary schools in five counties in California) taken during the first three months of school were analyzed for the types of cues used. Responses were coded as Accessing meaning (M), accessing structure (S), accessing visual aspects of print (V), meaning and structure (MS), structure and visual (SV), meaning and visual (MO, and meaning, structure, and visual (MSV). Results indicated that: (1) MS represented the majority of the cueing sources for substitutions for the first five lessons, and M, S, and MS represented virtually all of the substitutions made in all lessons; (2) the use of M, S, and MS increased as text level and difficulty increased between lessons 1 and 30; (3) the use of V information gradually incleased between lessons 1 and 30; and (4) in lessons 10 through 30, V, MV, and MSV combined represented virtually all of the self-corrections made. Conclusions from the data are constrained by the reliability of running records and the small sample size. Findings suggest that, just as other children, at-risk emergent readers draw upon their knowledge of the world and their familiarity with language structure when they approach the initial task of learning how to read. (RS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *************************k********************************************* High-Risk Emergent Readers' Use of Cueing Systems Patricia R. Kelly, Adria Klein, and Judith Neal National Reading Conference 43rd Annual Meeting Charleston, South Carolina December 3, 1993 Theoretical Framework Readers use varying sources of information to obtain meaning from print: semantic cues, syntactic cues, and graphophonic cues. Conflicting arguments have been made about the sources of information most likely to be used by good and poor readers. For example, Smith (1971) hypothesized that better readers are less reliant on graphic information and that the poor reader is a slave to print. Others have also suggested that struggling readers over-rely on visual information when they encounter unknown words in print (Goodman, 1973; Carbo, 1988). On the other hand, studies of the oral reading errors of first-graders have indicated that both good and poor readers make contextually appropriate errors (Beimiller, 1970; Weber, 1970). Based on his work with first grade students, Beimiller (1970) suggested that during the very beginning stages of learning to read, children rely on contextual information and few of their errors are graphically bound. As reading develops, graphic information is used more so that both context and graphic information influence oral reading errors. Weber found that around 90% of the errors made by both good and poor first graders were grammatically acceptable with the preceding text. Stanovich (1980) indicated that there appears to be no strong tendency for more fluent readers to rely more on context. He concluded that an interactive-compensatory model may best account for reading error behavior. compensatory assumption states that a deficit in any knowledge source results in a heavier reliance on other knowledge sources, regardless of their level in the processing hierarchy....the poor reader who has deficient word analysis skills might possibly show a greater reliance on contextual factors (p.63). The purpose of this descriptive study was to examine reading errors of emergent atrisk readers to determine which cueing system(s) they used initially,and whether or not there were changes over time in cues they used during reading. Objectives The objectives of this investigation were twofold: 1) to examine the running records (Clay, 1985) of text reading by beginning readers who had been designated in the bottom 20% of their first grade classrooms in order to discover which sources of information (meaning, structure, or visua) they ueod for problem-solving at points of reading difficulty; and, 2) to survey running records over the first three months of school in order to determine if changes occurred in the patterns of cue usage by these emergent readers. U.S DEPARTMENT OF EDUCATION Office of Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Sihis document has been reproduced as received from the person or organization originating it f Minor changes hi re bean made to improve reproduction Quality Points of view or opinions stated in this docu meat do not necessarily represent official OERI position or policy 2 PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). Methodology Running records of 30 first-grade children taken during the first three months of school were analyzed for the types of cues used. All children were receiving one-on-one tutorial assistance in reading after being selecied from the bottom 20% of their first grade cohort based upon initial teacher identification and subsequent testing using Clay': Observational Survey (Clay, 1985). Running records were obtained for analysis of each child's reading for the first five days (lessons 1-5) of tutorial instruction, and for lessons 10, 15, 20, 25, and 30 for a total of 300 running records. The sample of running records was obtained from tutors-in-training as teacher leaders for Reading Recovery intervention in school-based prcgrams. All running records were recorded in the uniform manner as delineated by Clay (1985). Children in the sample were of varying ethnic backgrounds and attended urban and suburban public elementary schools in five counties in California. Data Source Running records of children's text reading was the source of data. The running records were obtained as children read emergent reader texts appropriate to their level of literacy development. Children had been introduced to the running record text material the preceding day; therefore, the material was neither novel nor well-known, and it represented an opportunity for children to problem-solve any difficulties by utilizing their current level of accessing cueing systems. Running records were analyzed by considering the type ot miscues made and how children attempted to resolve them through efforts to self-correct or to make substitutions. For each substitution or self-correction, children's responses were coded as : (1) accessing meaning (M) if the substitution or self-correction comprised a meaningf ul response related to the story and/or pictures; (2) accessing structure (S) if the substitution or setf-correction comprised a response that was syntactically appropriate; 3) accessing visual aspects of print (V) if the substitution or self-correction comprised a response that was visually similar to the expected response. Additionally, combinations of cue usage were coded as : (4) MS (meaning and structure) if both were used; (5) SV (structure and lisual) if both were used;_ (6) MV-(meaning and visual) if both were used; and (7) MSV (meaning, structure, and visual) if all three were used. After coding for cueing sources, running recore are analyzed for changes over time i7 patterns of cue use. Results and Con :fusions Results of this st idy indicated the following: 1) MS redresented the majority of the cueing sources for substitutions for the first five lessons (significant at the .05 level), and M, S, and MS represented virtually all of the substitutions made in the first five lessons (significant at the .01 level);" @default.
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• W2725689310 date "1993-12-03" @default.
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• W2725689310 title "High-Risk Emergent Readers' Use of Cueing Systems." @default.
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