Using cued reading

Cued reading gives the learner(s) clues to make the text more

• meaningful
• predictable, and
• readable.

Here are some guidelines to follow when you use cued reading:

• Use familiar stories from the learners' culture because they are the easiest for beginning readers to understand.
• Use objects or pictures to illustrate new ideas and vocabulary.

1. Look at the title with the learner(s) and discuss what the text might be about.
2. Discuss with the learner(s) any illustrations and their captions.
3. Use words and language structures in the discussion that the learner(s) will find in the text.
4. Try to elicit these same words and structures from the learner(s) by asking appropriate questions.
5. Have the learner(s)
   • read along with you, or
   • read the text alone.

• Borneman 1988

• Task module: Using cued reading
• In task module: Developing reading skills
• In task module: Developing literacy skills, by Martha A. Lane (contributor), Delle P. Matthews (contributor), Leah B. Walter (contributor), Glenys Waters (contributor), Anne Klaassens (editor), and Trudy K. Stewart (editor, contributor)
• In task module: Teaching people to read and write, by Carole P. Spaeth (compiler)
• In task module: Implementing a literacy program, by Carole P. Spaeth (compiler)
• In modular book: Implement a literacy program, by Carole P. Spaeth (compiler) and Leah B. Walter (compiler)
• In bookshelf: Literacy

This page is an extract from the LinguaLinks Library, Version 4.0, published on CD-ROM by SIL International, 1999. [Ordering information.]

Page content last modified: 25 October 1999

© 1999 SIL International