Context Clues a strategy for develop meaning not to help with decoding

Every day I learn something new, I call it my nugget for the day.  While at the PALS conference today with the reading teachers Jenny Ried, a PALS consultant, spoke shortly about not using context clues as a rescue reading strategy when decoding a difficult word.

I pondered on that and wanted to learn more about why, when and to talk about how that would play out into a classroom's guided reading time.  I was able to ask the question but the question was put on hold probably due to time in the session.

That is where the internet and strong site sources comes in handy.  I spent a short bit of time and totally agree with what she said.  This particular article really explains what she stated in a bit more detail.  Thus my golden nugget for the day.  Let me know what you think, what questions you have, etc.  Kathy

Louise Spear-Swerling

The Use of Context Cues in Reading

November 2006

When children encounter an unfamiliar word in reading, they may make use of context cues, that is, information from pictures or from sentences surrounding the unknown word. One of the most misunderstood topics in reading instruction involves the extent to which children should be encouraged to rely on context cues in reading. In part, this confusion stems from the popularity in education of theoretical models of reading that do not reflect scientific evidence about how children learn to read. Another source of confusion is the failure to distinguish the use of context cues in word identification from the use of context in comprehension. 

Click here to read the whole article.