Four Theories : Learning And Read

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Four Theories: Learning to Read Learning to read is beginning to develop earlier in elementary grades. Students are expected to be emergent readers by the time he or she leaves kindergarten and enters first grade. If a child is not, he or she is labeled as being behind. According to Hughes (2007) emergent readers are using early reading strategies in consistently, read easy patterned text, retell text with simple storyline, and respond to text at a literal level. Hughes (2007) also says literacy develops in young children through play, daily conversation and interactions with text of all kinds. Many children come with emergent literacy skills; can recognize signs and labels, scribble letters, retell stories by pointing at pictures and talking about them, and some have varying degrees of phonemic and phonological awareness. This essay will define and explain implication for each theory in learning to read.
Cueing Systems The cueing system is made up of four cueing systems: Grapho-phonemic, Syntactic, Semantic, and Pragmatic. Each is used in language development and are important for communication. Grapho-phonemic cues are related to the sounds we hear (both individual letters and letter combinations), the letters of the alphabet and the conventions of print (Hughes, The Four Cueing Systems, 2007). Syntactic cueing system is having knowledge about language. The syntactic system provides information about the form and the structure of the language, including whether or not
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