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Listening to Your Students’ Reading Part 3: Visual Cueing System

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by C. Elkins, OK Math and Reading Lady

monkey-visual-cuesThe third cueing system is the use of visual cues (V) to decode words. This means the reader is mostly focused on how a word looks.  A best-case scenario is when the student is cross-checking by using meaning, structure, and the visual aspects of the word to make a correct response. See previous posts regarding Part I (Meaning) and Part II (Structure).

 If a child mainly relies on this visual cueing system, he/she may become slower and lose comprehension because he/she is so focused on the pronunciation and not the meaning.

 In an earlier post from “Listening to Your Students Reading Part 1,” I referred to this sample sentence: Jack and Jill had a pail of water.

If the child said pill or pal instead of pail, then that child was primarily using visual cues because those words look very similar. Unfortunately, neither of those examples makes sense. Continue reading →

Listening to Your Students’ Reading Part 1: Running Records and Meaning Cueing System

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By C. Elkins, OK Math and Reading Lady – with adaptations from Marie Clay and Scholastic

As an undergraduate, I know I had coursework in reading related to Miscue Analysis. I remember having a whole book devoted to this study. However, I don’t remember really applying this knowledge until after having taught for 15 years. I attended a Reading Recovery workshop at that time, and heard from two teachers who described how to take a running record and then analyze the results to determine which strategies students were using or neglecting. That one workshop forever changed how I listened to my students read, and how I talked to parents about their child’s reading successes or difficulties.  About 8 years after that I had formal training in Reading Recovery methods (after my kids were grown and I could go back to school) and completed a Masters in Reading all because of that workshop!

So, what is a running record?

  • Written documentation of a child’s oral reading
  • Identifies accuracy of reading (independent, instructional, or hard)
  • Provides a record of strategies, errors, corrections, phrasing, fluency
  • Helps teachers identify cueing systems the child is using / neglecting
  • Documents progress over time

Continue reading →