Revista Científica Multidisciplinaria Arbitrada YACHASUN. Volumen 7, Número 13 (Ed. Esp. Sept. 2023) ISSN: 2697-3456  
Cueing System in the Reading Development of A1 level students.  
DOI: https://doi.org/10.46296/yc.v7i13esespsept.0397  
CUEING SYSTEM IN THE READING DEVELOPMENT OF A1 LEVEL  
STUDENTS  
SISTEMA DE SEÑALES EN EL DESARROLLO LECTOR DE ESTUDIANTES  
DE NIVEL A1  
Beltrán-Semblantes Marco Paúl ; González-Ortiz Olga Lorena 2  
1
1
Universidad Técnica de Cotopaxi. Latacunga, Ecuador. Correo: marco.beltran@utc.edu.ec.  
2
Universidad Técnica de Cotopaxi. Latacunga, Ecuador. Correo: olga.gonzalez@utc.edu.ec.  
Resumen  
La lectura es una de las habilidades más importantes del inglés, ya que a través de ella podemos  
comprender la información; sin embargo el cómo lograr un adecuado desarrollo de dicha  
habilidad depende del método apropiado que cumpla con un proceso y que permita al lector  
comprender correctamente lo que se dice en un texto. Además, el papel de los docentes es  
fundamental ya que son los encargados de guiar este proceso con el uso de estrategias, métodos  
y técnicas que motiven a los alumnos en la lectura, pero los estudiantes no cuentan con  
actividades adecuadas que motiven el desarrollo de la lectura. El objetivo general fue diseñar  
una propuesta pedagógica basada en el Cueing System para el desarrollo de la lectura. Esta  
investigación fue descriptiva y cualitativa porque permite identificar y describir las características  
del proceso de desarrollo de la lectura y en base a ello poder seleccionar actividades adecuadas  
que contribuyen con este propósito. Los resultados alcanzados y con el criterio de expertos se  
demuestra la importancia de la propuesta presentada, ya que el interés y la motivación que se  
genera en los alumnos con respecto a cada una de las actividades, a todos les gustan los  
cuentos, luego el grado de interés personal que muestran los alumnos por las diferentes  
actividades y finalmente con los resultados obtenidos podemos decir que la propuesta es  
totalmente aplicable y puede contribuir al desarrollo de la lectura.  
Palabras claves: Cueing System, lectura, desarrollo, comprensión, Semántico.  
Abstract  
Reading is one of the most important skills in English, since through it we can understand the  
information; however, how to achieve an adequate development of this skill depends on the  
appropriate method that complies with a process and allows the reader to correctly understand  
what is said in a text. In addition, the role of teachers is fundamental since they are in charge of  
guiding this process with the use of strategies, methods and techniques that motivate students in  
reading, but students do not have adequate activities that motivate the development of reading.  
The general objective was to design a pedagogical proposal based on the Cueing System for the  
development of reading. This research was descriptive and qualitative because it allows to identify  
and describe the characteristics of the reading development process and based on this to be able  
to select adequate activities that contribute to this purpose. The results achieved and with the  
criteria of experts demonstrate the importance of the proposal presented, since the interest and  
motivation generated in the students with respect to each of the activities, they all like the stories,  
then the degree of personal interest shown by the students for the different activities and finally  
with the results obtained we can say that the proposal is fully applicable and can contribute to the  
development of reading.  
Keywords: Cueing System, Reading, Development, Comprehension, Semantic.  
Información del manuscrito:  
Fecha de recepción: 05 de junio de 2023.  
Fecha de aceptación: 28 de agosto de 2023.  
Fecha de publicación: 08 de septiembre de 2023.  
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improving their teaching process,  
which allows improving learning.  
1
. Introduction  
Through reading, human beings as  
such develop the ability to  
communicate with each other around  
Applied linguistics from the point of  
view of learning a foreign language is  
related to research since it describes  
the syntactic, semantic, phonological  
rules, among others that participate  
directly in English and that help us to  
understand and use them properly.  
the  
world  
because  
knowing  
information about what happens in  
each place allows us to be in  
permanent interaction, so people  
acquire  
greater  
knowledge.  
Therefore, this research work is  
framed in the line of research of the  
Technical University of Cotopaxi:  
Education and Communication for  
human and social development.  
In addition, the research is framed in  
the Organic Law of Higher Education  
(LOES in Spanish), where the  
following is stated:  
According to the Organic Law of  
Higher Education, article 124 it  
This line of research corresponds to  
the research topic, which focuses on  
the development of reading in the  
English language since it directly  
contributes to the development  
process of the human being by  
improving its communication process  
since it is an active part of the society  
to which it belongs.  
establishes  
that:”  
It  
is  
the  
responsibility of the institutions of the  
higher education system to provide  
those who graduate from any of the  
careers or programs with effective  
knowledge of their duties and rights  
as citizens and of the socioeconomic,  
cultural and ecological reality of the  
country; the mastery of a foreign  
language and the effective use of  
computer tools (LOES, 12-oct-2010,  
art 124).This article is very important  
because it describes the importance  
of learning a foreign language and  
the institutions must ensure that  
students achieve this mastery.  
Regarding the sub-line of research,  
this work focused on Applied  
Linguistics, which is the science that  
studies language with the purpose of  
being applied in the learning of a  
foreign language. According to  
Souza (2013), Applied Linguistics  
seeks to create critical thinking in  
teachers from the point of view of  
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Cueing System in the Reading Development of A1 level students.  
Therefore they must have a correct  
development of language skills.  
In addition, the role of teachers is  
fundamental, since they are  
responsible for guiding this process  
with the use of strategies, methods  
and techniques that motivate the  
students in reading. For that reason  
the problem formulation mentions  
that students do not have adequate  
activities to motivate reading  
development.  
With the aforementioned background  
and based on the rights that all  
human beings have in relation to  
education,  
reading  
plays  
a
fundamental role in improving the  
quality of life as well as  
communication within a society.  
Therefore the problem statement  
arises considering that, reading is  
one of the most important English  
skills since through it we can  
understand information. However  
how to achieve an adequate  
development of that skill depends on  
the appropriate method which  
complies with a process and that  
allows the reader understand  
correctly what is said in a text.  
Akyol, Cakiroglu, & Kuruyer, (2014)  
say that reading is an interactive  
process that consists of the use of  
various skills, such as inference,  
correct pronunciation as well as  
comprehension what is being read in  
such a way that a good reader must  
have  
these  
characteristics.  
Otherwise students will be unable to  
comprehend what is read and the  
meaning of the text will be lost.  
According to Amin (2019), reading is  
an receptive skill, which is developed  
using memorization of words since  
only words are read in a text, many  
times leaving aside the correct  
pronunciation as well as the meaning  
that must have within a sentence.  
This causes the students to fail to  
understand properly what is being  
This is why according to Parab  
(2020), reading is an intuitively and  
problem-solving process prepare  
making meaning from the content. It  
has the taking after characteristics:  
could be a dialect expertise that can  
be developed through orderly hone;  
could be a two-way prepare that  
includes the communication between  
the creator and the reader; is visual  
which involves the transmission of  
message through optic nerves and  
read.  
Consequently  
misunderstandings occurs and in the  
end is not possible to catch up the  
real message of the text.  
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Beltrán-Semblantes et al. (2023)  
requires great visual perception; may  
be a profitable process that has  
teaching and learning process of  
reading in A1 level students at  
Technical University of Cotopaxi.  
Once these elements were identified,  
didactic activities based on the  
Cueing System for the reading  
development were selected and  
designed. Finally, it was important to  
validate the pedagogical proposal  
through experts and user’s criteria.  
reason  
whether  
scholastically,  
actually, or professionally, and finally  
reading is the establishment of great  
composing.  
According to Buslon & Alieto (2019),  
lexical inference plays a central part  
in reading since at whatever point  
one seriously gets composed  
materials translating the meaning of  
difficult words gets to be significantly  
vital. The reason for typically the  
reality that a composed content  
contains a number of new words that  
got to be comprehended. It must be  
famous that new words posture issue  
in reading comprehension.  
The present research work is justified  
based on the premise that reading is  
one of the most important skills in the  
English language directly related to  
the productive ability to speak, since  
it increases the level of vocabulary  
and therefore the understanding of  
texts. Therefore, it is necessary to  
know how this process of learning to  
read is developed, under what  
Taking  
into  
account  
those  
references, the following General  
Objective was proposed: To design a  
pedagogical proposal based on the  
Cueing System for the development  
of reading in A1 English learners.  
conditions  
and  
with  
what  
methodology students are taught to  
read effectively and that leads to the  
improvement of that.  
This research at the beginning  
analyzed the process by which  
reading in the English language is  
developed. After that a foundation  
with which was possible to clearly  
understand its strengths and  
weaknesses. Finally, based on that  
the main objective was to propose  
the use of Cueing System as a  
The specific objectives were: To  
analyze the Cueing System influence  
in the reading development. It will  
allow finding out if the use of Cueing  
System helps reading development.  
Taking into account those theoretical  
knowledge, it was necessary to  
identify important elements about the  
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Cueing System in the Reading Development of A1 level students.  
suitable method for the developed of  
the ability to read.  
reading stories based on various  
activities with the use of syntactic,  
semantic and Graphophonic cues  
allows students to develop an  
adequate reading process, however  
develop the semantic and syntactic  
cues take longer as Graphophonic  
are easier to understand with the  
help of words and graphics that can  
be provided students.  
This system has three components:  
the semantic, the syntactic and the  
graphophonic that together and  
applied in an appropriate way will  
provide the possibility of improving  
the reading process in the students  
of the first levels (beginners) of the  
English Language Learning Program  
from the Technical University of  
Cotopaxi. With the application of this  
method, students will be able to  
develop a process that allows them  
to work reading appropriately since  
knowing the meaning, structure and  
sounds of the words that make up a  
given text will motivate students to  
continue improving their process,  
taking note that they will be able to  
understand in detail what the text  
says.  
The  
Technical  
University  
of  
Cotopaxi, through its Language  
Center offers its inhabitants students  
the Learning of the English language  
in three levels, however those who  
enter in the first level face serious  
problems with the reading ability,  
since they have a textbook with  
several reading activities that are not  
one hundred percent understood due  
to the poor development of this skill,  
students do not clearly understand  
the message and cannot answer  
questions based on the text as they  
find certain words that they do not  
know, therefore they are not able to  
participate in the class.  
The impact that its application will  
have will be mid-term since  
understanding and correctly using  
each component of the Cueing  
System involves permanent work  
which will only improve with the  
practice and permanent use of the  
system by the students.  
Hempenstall (2014) mentions that  
the use of the Cueing System in  
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2
. Methodology (Materials and  
methods)  
the Technical University of Cotopaxi  
at the beginning of the research  
process.  
This research work was developed  
according  
to  
the  
following  
Once these elements inherent to  
reading were known, appropriate  
methodology:  
activities  
were  
selected  
and  
The following research project is  
qualitative and descriptive because  
this work allowed identifying and  
describes the characteristics of the  
reading process that are used in the  
teaching of reading in beginner  
students, and with this support to be  
able to develop the proposal based  
on the Cueing System method with  
the primary objective of improving  
the process of reading.  
designed to develop reading in A1  
level students, the activities were  
totally focused on the three  
components of the Cueing system.  
With the objective of knowing the  
criteria of native speakers experts in  
the teaching area in relation to the  
activities  
proposed  
for  
the  
development of reading based on the  
Cueing System, an instrument of  
validation of experts was elaborated,  
whose format was suggested by the  
tutor of the research work, this  
instrument values in a scale of 1 to 5  
elements such as the argumentation,  
structure, logic, importance and the  
facility of implementation of the  
proposed activities.  
First of all, it was necessary to  
identify some specific characteristics  
of the teaching and learning process  
of reading in English with the  
students and teachers of the A1 level  
of the English language learning  
program. For this purpose,  
checklist (See chart 1) of 5 questions  
was elaborated, which were  
structured taking into account the  
experience of the teacher-  
a
Once the experts' evaluation of the  
proposed activities was known, we  
proceeded with the evaluation of the  
users, who are the teachers and  
students of level A1. The same  
instrument used for the experts'  
evaluation was applied to know the  
teachers' criteria. Finally, the reading  
researcher. This data collection  
instrument was applied with both  
teachers and students working with  
the A1 level of the English language  
program at the Language Center of  
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Cueing System in the Reading Development of A1 level students.  
activities were applied with the  
students and once concluded; a  
survey of 4 questions was designed  
by the research teacher and  
validated by the research tutor. The  
main objective was to know the  
opinion of the students in relation to  
the activities developed for the  
improvement of reading in the  
English language.  
techniques applied by two teachers  
to teach reading.  
As for the frequency with which  
teachers perform reading exercises,  
four teachers who represent 100%  
do so sometimes, and also four  
teachers who represent 100% use  
stories as the main material to  
develop reading exercises with their  
students.  
Finally, it was very important to know  
what the teacher’s criteria are  
regarding student comprehension  
with respect to the reading that is  
done in the first level. According to  
this, three teachers who represent  
75% consider their students’ reading  
comprehension to be bad, and only  
one teacher who represents the 25%  
considers it to be good.  
3
. Results  
(Analysis  
and  
interpretation of the results)  
According to the results obtained in  
the checklist applied to teachers and  
students of the first level of the  
English Language Learning Program  
answer the following:  
As far as teachers are concerned  
(
Chart 2), 2 teachers that represent  
the 100% of them agree that their  
students have problems in  
The results of the checklist applied to  
the English language teachers who  
work with the first level students  
show some of the problems that  
developing their ability to read in the  
English language. Regarding the  
techniques or methods that teachers  
use to teach their students to read, 2  
teachers who represent 50% do not  
use any particular technique or  
method, 1 teacher who represents  
occur  
in  
terms  
of  
reading  
development, especially regarding  
the lack of adequate comprehension  
of the students, which makes it  
impossible for teachers to correctly  
apply the proposed exercises that  
are in the accordance with the level  
in which the students are. Similarly,  
2
5% uses scanning and 1 teacher  
who represents the other 25% uses  
skimming. These are the only  
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Beltrán-Semblantes et al. (2023)  
the lack of use of techniques and  
methods that help develop reading in  
an appropriate manner means that  
teachers do not apply reading  
exercises with their students more  
frequently, since they do not manage  
to clearly understand all that is  
required. It was also very important  
to know that the reading activities  
that students prefer are related to  
stories, since they mostly call their  
attention and encourage reading.  
represent 17% do not like reading  
and do not have  
explanation as to why.  
a
precise  
Regarding the level of reading  
comprehension, 43 students who  
represent 74% say they have  
problems in clearly understanding  
what they read, and 15 students who  
represent 26% say they have no  
major difficulty. In terms of  
recognizing the type of words within  
a reading, 57 students who represent  
98% of first level students say they  
do not know what type of words they  
find within a text they should read;  
only 1 student who represents 2% is  
clear about what type of words a  
reading can contain.  
In conclusion, from the teachers’  
point of view, it is important to have  
an adequate method or technique  
that allows them to help permanently  
improve the reading skills of students  
who are in the first level of the  
English language. Therefore, we can  
consider the use and application of  
activities based on the Cueing  
System will be very useful to  
accomplish this purpose.  
With respect to word pronunciation,  
5
8 students who represent 100% say  
they do not know to pronounce  
correctly all the words in a reading on  
their level.  
Regarding to the checklist applied to  
the students (Chart 3), the following  
information was obtained: 48  
students who represent 83% in the  
first level like to read in English, and  
they do so for two main reasons, the  
first is because they find reading very  
interesting and the second because  
with reading they learn more  
vocabulary, only 10 students who  
Finally, a very important fact to  
consider is that 55 students who  
represent 95% prefer to do the  
reading of stories because they are  
attractive and they develop more  
interest in the students.  
The results of this checklist agree  
with the information gathered in the  
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Cueing System in the Reading Development of A1 level students.  
first instance from the teachers,  
which ratify two fundamental  
aspects: The first is that although  
students like reading in English, they  
show problems in terms of effective  
comprehension of the reading that  
are made, therefore they do not  
develop the ability to recognize the  
different types of words that make up  
in a text, that is, they do not  
fundamental axis the development of  
the students’ reading.  
Once determined the elements  
related to the actors of the process of  
teaching and learning of the English  
language, we can say that the  
proposal  
designed  
for  
the  
development of the skills of reading  
is totally appropriate and responds to  
the particular needs of both teachers  
and students, who are the direct  
beneficiaries of that, and the design  
of the activities are focused on the  
three elements of the Cueing  
System, which are: the syntactic, the  
semantic and the graphophonic.  
recognize  
nouns,  
adjectives,  
adverbs, verbs, which can be found  
within the reading activities that they  
have to do, and to this we add the  
fact that they cannot pronounce  
correctly each of the words they read  
and finally as for the type of reading  
they prefer to do there is total  
agreement with the teachers, as they  
show their interest in the stories.  
In order to know the results of the  
application of the proposal with the  
A1 level students, a survey (Chart 4)  
was conducted to determine the  
most important elements of the  
activities for the development of the  
reading based on the Cueing  
System.  
To summarize, as far as the students  
are concerned, the application of  
activities based on the Cueing  
System would be of great help since  
there would be pertinent exercises  
according to the level in which they  
are, which would have as a  
The results are summarized in the  
table below:  
Chart 1. Results  
Results  
Question  
1.- Did you like the stories created to develop 100% of the students liked the story.  
the reading skill?  
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Beltrán-Semblantes et al. (2023)  
2
.- How do you rate the activities proposed  
68% of the students think the activities were  
easy.  
for each story?  
1
8% of the students think the activities were  
a little difficult.  
4% of the students think the activities were  
1
very difficult.  
3
.- Which activity did you like the most?  
.- Do you think these activities can  
57% of the students liked the game activity.  
2
1
8% of the students liked the questions.  
5% of the students liked the pronunciation  
activity.  
4
100% of the students think these activities  
can contribute to improving their reading.  
contribute to improving your reading in  
English?  
Fuente: Beltrán Marco (2021)  
of personal interest shown by the  
students for the different activities,  
which represents a factor that  
teachers should consider when  
choosing activities for our students,  
and finally with the results obtained  
we can say that the proposal is fully  
applicable and can contribute to the  
development of reading.  
The results shown in the table  
demonstrate the importance of the  
proposal presented, since it shows  
the interest and motivation generated  
in the students with respect to each  
of the activities. In the first instance,  
they all like the stories created for the  
development of the three activities  
based on the three components of  
the Cueing System. Then the degree  
Chart 2. Checklist applied to the teachers who work with A1 levels of English.  
CHECKLIST - ENGLISH TEACHERS - LEVEL A1  
1
.- Do you  
think your  
students  
are having  
trouble  
4
.- What type of reading do you prefer  
for your students?  
developing  
5.- How do you think  
is your students  
reading  
their  
reading  
skills  
3.- How often do you do  
reading exercises with your  
students?  
2.- What kind of technique or method do you  
use to teach reading to your students?  
comprehension?  
Phonemic  
No NAME Yes No Scanning Skimming method Any Others Always Sometimes Never Papers Stories Documentaries Others Excellent Good Bad  
1
1
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Cueing System in the Reading Development of A1 level students.  
2
3
4
Fuente: Beltrán Marco (2021)  
Chart 3. Checklist applied to the students from A1 level of English.  
CHECKLIST  
4
.- When  
5.- Can you  
pronounce  
correctly each  
word found in a  
text?  
you are  
reading  
do you  
recognize  
what  
3
.- What type of reading do you prefer?  
2
.- Do you have  
problems in  
reading  
kind of  
words  
are in the  
text?  
1
.- Do you like  
reading in  
English?  
comprehension?  
No  
1
NAME  
Yes No Why? Yes  
No  
Papers  
Stories  
Documentaries  
Others  
Yes No Yes No  
2
3
4
5
6
7
8
9
1
0
Fuente: Beltrán Marco (2021)  
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Beltrán-Semblantes et al. (2023)  
Chart 4. Students’ survey  
CHECKLIST  
1
.- Did  
4.- Do you  
think these  
activities  
can  
contribute  
to  
you like  
the  
stories  
created  
to  
3
.- Which activity did you like the most?  
develop  
the  
improving  
your  
2.- How do you rate the  
reading activities proposed for each  
skill? story?  
reading in  
English?  
A little  
No  
1
NAME  
Yes No Easy difficult Very Difficult Questions  
Game Pronunciation  
Yes No  
2
3
4
5
6
7
8
9
1
0
Fuente: Beltrán Marco (2021)  
related to the story that was created  
in relation to the topics of interest and  
that are necessary for the student  
who studies the first level of learning  
of the English language.  
4
. Conclusions  
The stories created are closely  
related to activities that students  
usually perform, which makes the  
story interesting and allows the  
student to perform the proposed  
activities.  
This proposal seeks to contribute to  
the development of reading with the  
use of a different method and  
modern applications that are easily  
accessible to both students and  
teachers. The current world forces us  
to be innovative and seek new  
methodologies that are beneficial to  
those learning a foreign language.  
The activities proposed for the  
development of the reading skill are  
directly related to the three  
components of the Cueing System,  
the sequential form in which the  
resolution of each one of the  
activities allows the students to  
review in a detailed way everything  
With the contribution of the  
bibliographic review and taking into  
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Cueing System in the Reading Development of A1 level students.  
account the constituent elements of  
the Cueing System, activities were  
designed that consider the syntactic,  
semantic and graphophonic parts of  
the English language.  
master the English language as they  
are native speakers.  
References  
Akyol, H., Cakiroglu, A.& Kuruyer, H.  
According  
to  
national  
and  
(2014).  
A
study on the  
Development of Reading  
Skills of the Students Having  
international studies, the Cueing  
System method can contribute  
significantly to the development of  
reading skills, but it must be  
considered that all the elements of  
the system must be present in a  
logical sequence and with activities  
that promote the use of each  
element.  
Difficulty  
in  
Reading:  
Reading  
International  
Enrichment  
Program.  
Electronic  
Journal  
of  
Elementary Education. 6 (2),  
99-212.  
1
Amin,  
R.  
(2019). Developing  
Reading  
Skills  
through  
Effective  
Reading  
Approaches.  
International  
Once the elements of the Cueing  
System were identified, the activities  
to be included in the proposal were  
selected taking into account the type  
of exercise that can comply with each  
element. It was also important to  
consider that the model, the theory  
and the types of readings that can be  
performed to comply with these  
activities should be taken into  
account.  
Journal of Social Sciences &  
Humanities. 4 (1), 35-40.  
Buslon, J., & Alieto, E. (2019).  
Lexical inferencing strategies  
and reading comprehension  
in English: A case of ESL third  
graders. Asian EFL Journal,  
22 (1), 73 - 94.  
Hempenstall, K. (2014). The three-  
cueing system in reading: Will  
it ever go away?. Direct  
Instruction News. 2 (2), 42-51.  
LOES, 12th October, 2010.  
An important aspect that support the  
proposal presented is the validation  
of experts, which in this case were  
people related to the field of  
education, as well as in the area of  
linguistics and especially people who  
Parab, D. (2020). Contemporary  
techniques of the productive  
skills & receptive skills in  
teaching english as a second  
language.  
https://www.gapgyan.org/res/  
articles/Contemporary%20Te  
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Beltrán-Semblantes et al. (2023)  
chniques%20of%20the%20Pr  
oductive%20Skills%20&%20t  
he%20Receptive%20Skills%  
2
0in%20Teaching%20Englis  
h%20as%20a%20Second%2  
Language%20By%20Dr.Vitt  
0
hal%20Parab.pdf  
Souza, R. (2013). Applied linguistics:  
theoretical  
and  
practical  
competence of the language  
teacher.  
Revista  
L@el  
em(Dis-)curso.  
6-2013.  
file:///C:/Users/User/Downloa  
ds/Linguistica_aplicada_com  
petencia_teorica.pdf  
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