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Research to Support the Three-Cueing Systems · The Reading Instruction Show

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  This is The Reading Instruction Show. I am your
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  genial host, as always, kindly ol' Dr. Johnson.
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  And this podcast is coming as an excerpt from
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  my book, Understanding the Science of Reading,
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  Focal and Context Matters. It will be published
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  by Guilford sometime in 2025. Research to support
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  the three cueing systems. In this chapter that
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  I'm writing, I have included many more citations
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  that are necessary, and that's because science
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  of reading enthusiasts insist that there's no
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  research to support the three cueing systems.
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  However, as you see, if you read my chapter excerpt
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  on LinkedIn or other places, or if you buy my
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  book, I've got a plethora of reference citations
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  to actual research in which they collected data
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  and sent it to academic journals that were peer
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  -reviewed, the whole thing. So let's take a look
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  at this. First of all, a predicting machine.
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  Our big human brains have evolved to become very
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  efficient predicting machines. They're constantly
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  accessing multiple data sources in order to give
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  us a sense of what will happen next. Most of
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  this is done at levels below our conscious awareness.
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  For example, baseball players are able to run
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  to just the right spot in the outfield to catch
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  balls because they can predict where it's coming
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  down. Their big human brains instantly process
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  a variety of information related to the sound
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  of the bat hitting the ball, as well as the height,
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  the speed, and angle of trajectory. The same
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  prediction process is used in language comprehension
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  and reading. Here, our prediction machine uses
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  semantic, syntactic, and phonological information
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  to make micro -predictions about words and meaning
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  during the process of reading. Very much like
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  baseball players catching pop flies, this enables
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  us to efficiently and effectively create meaning
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  with the print before us. Let's look at lexical
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  priming studies. Priming research examines how
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  something that comes before impacts that which
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  comes after. For example, it examines how what
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  precedes a target word impacts, one, the speed
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  and accuracy of word recognition, two, the movement
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  of the eyes during reading, and three, the organization
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  of things stored in the brain. Let's look first
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  at semantics. To isolate the semantic element,
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  subjects in priming studies are often asked to
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  recognize words in sentences and other contexts.
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  For example, the cat chased a blank mouse and
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  the cat chased a blank round. In these studies,
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  subjects were able to recognize target words
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  faster and more accurately when they were preceded
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  by related things. Clearly, readers in these
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  studies use semantic information, or the semantic
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  cueing system, along with letter information,
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  phonetic cueing system, to recognize words and
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  create meaning with Now here are some relevant
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  findings related to semantic queuing. And there
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  are four of them and these are all cited. One,
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  semantic information enhances comprehension.
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  Yes, there's research to support that. Two, semantic
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  priming results in faster word recognition time
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  and enhanced accuracy. Yes, then just using phonological
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  information. Three, training with close to develop
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  semantic queuing improves comprehension. And
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  four, close skills learned apart from reading
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  transfer to real reading situations. And a close
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  for those who don't know it, C -L -O -Z -E, is
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  a sentence in which there is a word missing and
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  the reader must use the context clues to understand.
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  it is a way to develop the semantic cueing system.
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  Alright, let's look at syntax. Similar types
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  of priming research studies have been conducted
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  with sentences in which syntax was isolated as
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  a cueing mechanism. Again, it's clear in these
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  studies that readers were using syntactic information
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  or the syntactic cueing system. along with letter
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  information, phonetic cueing, to recognize words
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  and create meaning. Here are five bits of relevant
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  findings related to the syntactic cueing system.
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  And again, if you see my page, you'll find a
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  plethora of research studies cited. One, syntax
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  contributes to reading comprehension. 2. Syntactic
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  awareness is correlated with reading comprehension,
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  comprehension monitoring, and reading achievement.
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  3. Syntactic information contributes to enhanced
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  word recognition. 4. Training students to develop
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  syntax using sentence anagrams and sentence organization
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  improves comprehension. And five, syntactic awareness
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  facilitates reading comprehension. Let's look
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  now at phonics. To isolate phonics as a variable,
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  subjects are usually asked to recognize words
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  or nonsense words in isolation. Here, syntax
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  and semantics are eliminated as variables. But
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  unlike syntax and semantics, you can't compare
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  phonics to some other cueing system because all
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  written words contain letters. And besides, we've
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  always known that teaching children to use letter
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  sounds to sound out words improves their ability
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  to use letter sounds to sound out words. This
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  has never been in question. The question has
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  always been, is instruction that isolates a single
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  queuing system more effective than instruction
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  that includes all three? And the answer is, wait
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  for it, no. While research has shown that phonics
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  -based instruction can lead to increased scores
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  on phonics -based measures, There's little transfer
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  of these skills to authentic reading conditions.
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  And there is little evidence to demonstrate that
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  heavy phonics instruction has any long -term
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  effect on students' ability to create meaning
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  with print. Now, the National Reading Panel,
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  which is cited quite often, they did quite a
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  thorough study of this. And here are some of
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  the relevant findings related to phonics from
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  the National Reading Panel Report. One, the impact
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  of phonics on comprehension is limited. Two,
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  phonics instruction contributed only weekly,
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  if at all, in helping poor readers apply these
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  skills to actually reading text. 3. There were
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  insufficient data to draw any conclusions about
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  the effects of phonics instruction with normally
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  developing readers above first grade. 4. Phonics
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  instruction fails to exert a statistically significant
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  impact on poor readers in second through sixth
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  grade. Now, the National Reading Panel also identified
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  six ways to teach phonics, and it found that
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  each of these were equally effective. Synthetic
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  phonics, that's putting letter sounds together.
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  And our science of reading friends, that's the
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  only kind of phonics that they want. Practice
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  sounding out words and putting them together.
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  Analytic phonics is analyzing words that are
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  there. Find the sounds and what sounds do you
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  hear in this word. Embedded phonics, phonics
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  within the context of real reading and writing.
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  Analogy phonics, or known as large unit phonics,
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  teaching students to look at letter patterns
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  and phonograms. Onset rhyme phonics, taking the
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  beginning of a word and connecting it with the
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  rhyme or phonogram, D plus AM equals DAM, and
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  phonics through spelling. Okay, this has been
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  the Reading Instruction Show. I hope you learned
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  a little something today.