# Reading Fix-it Strategies: Part 1 “Does it make sense?”

by C. Elkins, OK Math and Reading Lady

What strategies do your students use to fix their reading? As teachers, we want our students to recognize when something doesn’t look right, sound right, or make sense — and FIX IT! But, do they use the same strategy over and over again — or worse — not even try to fix a mistake? This post will begin a series about good fix-it strategies (for any age reader) and prompts teachers can use to encourage students to use them. Keep reading for a FREE prompting guide, poster, and bookmark to use in your classroom.

The fix-it strategies I will share are based on the three cueing systems in reading: Meaning, Structure, and Visual. When students make errors in their reading, the errors fall into one of these 3 categories.

In this post, I will focus on the MEANING system, which in my opinion is the most important one. After all, the ultimate goal in reading is to comprehend or make meaning. When a reader comes to a hard word, is he/she only trying to sound it out? Or are they thinking about what makes sense and sounds right? Hopefully, a little of each. A good reader looks at the letters, combined with the structure and meaning of the story to decide what that tricky word could be.

I’m sure you are familiar with this scenario.  A child sees this text:  She went to the store to get some milk. But, the child reads it as:  She went to the story to get some milk. And the child keeps on reading, oblivious to their mistake. After all, the word does look like story.

Which one of these prompts do you think will help the child fix their reading most efficiently? Continue reading

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

by C. Elkins, OK Math and Reading Lady

The 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 2: Structural Cueing System

By C. Elkins – OK Math and Reading Lady

See Part I – Meaning (posted Sept. 17th)

The second cueing system is the use of (S) Structure or Syntax of our English language. Much of a child’s knowledge about language structures comes as a result of speaking or listening to how language naturally sounds. A reader attempts to make it sound right. Here are 3 possible scenarios: Continue reading