A first grader reads a text aloud and says "window" instead of "winter." What cueing system is the teacher encouraging the child to use by repeating the text and asking if it makes sense?

The teacher is encouraging the child to utilize the semantic cueing system. When the teacher repeats the text and prompts the child to consider whether it makes sense, they are guiding the student to think about the meaning of the words in context. This approach helps the child recognize that "window" does not logically fit within the context of the sentence they are reading if the intended word is "winter."

Using the semantic cueing system allows children to rely on their understanding of language and context rather than solely focusing on phonetic sounds or letter-sound relationships. By engaging in this practice, the teacher is fostering comprehension skills, which are essential for developing fluent reading.

The other cueing systems, such as syntactic, phonetic, and graphophonic, focus on different aspects of language and reading. Syntactic involves the structure of sentences, phonetic emphasizes the sounds of letters and words, and graphophonic relates to the visual representation of words on the page. However, the emphasis in this scenario is on understanding meaning, making the semantic cueing system the correct focus.