It enables goods, services, money and people to move freely. The EU’s main economic engine is the single market. Every EU country must treat EU citizens in exactly the same way as its own citizens when it comes to matters of employment, social security and tax. All EU citizens have the right and freedom to choose in which EU country they want to study, work or retire. It has also become much easier to live and work in another country in Europe. Thanks to the abolition of border controls between most EU countries, people can travel freely throughout most of the continent. More than 340 million EU citizens in 19 countries now use it as their currency and enjoy its benefits. The EU has delivered more than half a century of peace, stability and prosperity, helped raise living standards and launched a single European currency: the euro. What began as a purely economic union has evolved into an organisation spanning many different policy areas – from climate, environment and health to external relations and security, justice and migration. Since then, 22 more countries have joined (the United Kingdom left the EU on 31 January 2020) and a huge single market (also known as the internal market) has been created and continues to develop towards its full potential. The result was the European Economic Community, created in 1958 with the initial aim of increasing economic cooperation between six countries: Belgium, Germany, France, Italy, Luxembourg and the Netherlands. The first step was to foster economic cooperation, based on the idea that countries that trade with one another become economically interdependent and so are more likely to avoid conflict. The EU that we know today has its roots in several treaties signed in the aftermath of the Second World War. One of the three cues in the three cueing model is not related to word reading: syntax may be essential for comprehension, but it is not critical for word-reading development.The European Union (EU) is a unique economic and political union between 27 European countries.Semantic errors are not a sign of better reading development than phonetic errors.Context guessing does not promote sight word learning in poor readers.Poor readers, not skilled readers, rely heavily on context.Guessing words from context is not as efficient as phonic decoding.Skilled word reading does not require context.The research evidence suggests that the three cueing systems approach to reading is counterproductive for weaker students because it reinforces the habits of poor readers and does not give them the systematic and explicit teaching necessary for them to be able to make the connection between the spoken and the printed word ( Tunmer et al., 2002).ĭavid Kilpatrick (2015) summarises the problems with the three cueing model: Multiple research studies have also provided evidence that skilled readers recognise a word’s spelling and pronunciation before its meaning ( Stanovich, Nathan, West, & Vala-Rossi, 1985 Forster, 2012 Maurer & McCandiss, 2008 Perfetti, 2011). Therefore learning to read via mapping of grapheme-phoneme correspondences is more efficient than learning to read words by context. We get to meaning via our understanding of phonemes, hence phonemic awareness and phonic skills are essential foundational skills for reading. Initial encounters with words are slow until each word becomes unitised (stored in memory as a unique letter string) and fast word recognition develops. This is done so quickly and automatically that it’s imperceptible to the reader. Scientific studies of reading have demonstrated that skilled readers do indeed process every letter of the printed word (see Castles, Rastle & Nation, 2018). The central belief in the three cueing model is the belief that readers do not need to read every letter in a word, or every word in a sentence they instead ‘sample’ from the text and they rely on prediction and semantic context to extract meaning.
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