tag:blogger.com,1999:blog-341698203463662695.post8647598513609926982..comments2013-05-23T23:25:57.429-07:00Comments on Help for Readers & Writers: The Real Learning of "Sight" Words & PunctuationKathyhttp://www.blogger.com/profile/07267655992013052196noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-341698203463662695.post-37256224430185926612010-03-23T22:05:42.395-07:002010-03-23T22:05:42.395-07:00When I lead others in the Primer-for-parents activ...When I lead others in the Primer-for-parents activity, in which adults learn to read a story written in an alternate text (i.e. words are not spelled with letters familiar to us), afterward I show them "flashcards" with a few of the words from what they just read. Only a couple of people can read the flashcards, even though everyone had just read them on the final pages of the story. I use this to make the point that flashcards provide only one set of cues (information) -- all graphophonic cues -- while what is called connected text also provides cues about the meaning and about hte structure of language. Sucessful readers use all three sets of cues (meaning, structure, graphophonic) interactively. When we use only one set of cues, as with flashcards, we rob students of two cuing systems.Cathy Tollhttps://www.blogger.com/profile/06878135892593005672noreply@blogger.com