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children to get off to a quick start in relating sounds to spellings and thereby decoding words. But isn't comprehension the most important part of reading ? How does this ability to decode words help a reader understand a text? The flowcha ilustrates that strong decoding ability is necessary for reading comprehension. However , it is not the only skill a reader needs to make meaning from text . When we read, we use three cueing systems. These systems represent And sounding out words is not the only way to figure out an unfamiliar word signals in text that interact and overlap to help us understand what we are reading. The cueing systems are graphophonic, syntactic, and semantic. 1. Graphophonic cues involve a reader's knowledge of sound-spelling while reading . relationships. Phonics instruction helps children to use these cues. For beginning readers, the focus should be on learning and applying The Connection Between Decoding and Comprehension graphophonic cues. Focusing too heavily on other cues can lead to guessing and the development of bad reading habits. When children begin to Reading fluency 2. Syntactic cues involve a reader's knowledge of the grammar or recognize a large number of improves reading structure of language. This knowledge helps the reader to predict Phonics instruction words quickly and accurately, comprehension. Since what type of word might appear in a certain place in a sentence. helps the reader to map sounds onto reading fluency improves. children are no longer For example, it might be a naming word (noun), an action word (verb). Reading fluency refers to struggling with decoding or a describing word (adjective). This cueing system also involves spellings. This the ease with which children an understanding of word order and the use of function words, such ability enables words, they can devote readers to decode can read a text. As more and their full attention as the and an. For example, read the following sentence and choose words. Decoding more words become firmly (mental energies) a word to fill in the blank: words aids in the stored in a child's memory to making meaning We saw the on the road . development of and (that is, the child recognizes from the text. As the mprovement in All possible words to fill in the blank must be naming words. You many more words on sight), vocabulary and concept word recognition. determined this from your knowledge of English syntax . he or she gains fluency demands increase in The more words When children enter school, most of them have an understanding and automaticity in word text, children need to be one recognizes, of the basic syntactic structures of English. However, oral language is the easier the recognition. Having many able to devote more of reading task. opportunities to decode their attention to making different from "book language." Written material might pose difficulties Therefore, phonics words in text is critical to meaning from text, for some children because their oral language patterns differ so much instruction aids in recognizing words by sight. and increasingly less from the more formal language patterns of text. Reading many books the development of The more times a child attention to decoding. aloud will help these children gain an understanding of the more formal encounters a word in text, If children have to syntactic structures used for writing . word recognition by providing children the more likely he or she is devote too much time 3. Semantic cues involve a reader's knowledge of the world. World with an important to recognize it by sight and to decoding words, their and useful way knowledge helps the reader use cues in the text to discover the to avoid making a reading reading will be slow o figure out meaning of a word that fits into a specific place in a particular sentence. error (Gough, Juel, Roper- and labored. This will unfamiliar words Readers use their semantic knowledge to determine whether a text while reading. Schneider, 1983). result in comprehension makes sense. difficulties. 12 PHONICS FROM A TO Z SECTION 1: WHAT IS PHONICS