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Developing Your Knowledge about Early Readers
Teaching Case

Rob, an undergraduate literacy teacher, is tutoring a second-grade student in an after-school program at a local elementary school. He started out assessing his student's reading progress by using Running Records. Through the process of assessment, he noticed that his student invariably stops when she comes to an unknown word. Then, she attempts to figure out the unknown word by saying each letter of the word (for example, s-h-o-u-l-d). This use of one strategy, sounding-it-out, is not working well for her and not moving her forward as a reader.

1 . Which cueing system is this child consistently trying to access? Which systems are being ignored?

To create paragraphs in your essay response, type at the beginning of the paragraph, and at the end.

2 . Why is "sounding-it-out" not working for her?

To create paragraphs in your essay response, type at the beginning of the paragraph, and at the end.

3 . As the child stops often in reading she loses comprehension of the story. Why is that happening?

To create paragraphs in your essay response, type at the beginning of the paragraph, and at the end.

4 . What can Rob do to help his student access and orchestrate all three cueing systems?

To create paragraphs in your essay response, type at the beginning of the paragraph, and at the end.

5 . Why is it important that readers learn to orchestrate all three cueing systems?

To create paragraphs in your essay response, type at the beginning of the paragraph, and at the end.

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