Learning to read: Difference between revisions

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The three-cueing system (the searchlights model in England) is a theory that has been circulating since the 1980s but its roots are in the theories proposed in 1960s by [[Ken Goodman]] and [[Marie Clay]] that eventually became [[whole language]], [[reading recovery]] and guided reading.<ref>{{cite journal|url=https://www.apmreports.org/episode/2019/08/22/whats-wrong-how-schools-teach-reading|title=How a flawed idea is teaching millions of kids to be poor readers|author=Emily Hanford|journal=APM Reports|date=2019-08-22}}</ref> As of 2010, 75% of teachers in the USA teach the three-cueing system.<ref>{{cite web|url=https://www.edweek.org/media/ed%20week%20reading%20instruction%20survey%20report-final%201.24.20.pdf|title=Early reading instruction survey, EdWeek Research Center, USA|date=2010}}</ref> It proposes that children who are stuck on a word should use various "cues" to figure it out and determine (guess) its meaning. The "meaning cues" are semantic ("does it make sense in the context?"), syntactic (is it a noun, verb, etc.?) and graphophonic (what are the letter-sound relationships?). It is also known as MSV (''M''eaning, ''S''entence structure and ''V''isual information such as the letters in the words).

While a cueing system does help students to "make better guesses", it does not help when the words become more sophisticated; and it reduces the amount of practice time available to learn essential decoding skills. Consequently, researchers such as cognitive neuroscientists [[Mark Seidenberg]] and professor [[Timothy Shanahan (educator)|Timothy Shanahan]] do not support the theory. They say the three-cueing system's value in reading instruction "is a magnificent work of the imagination", and it developed not because teachers lack integrity, commitment, motivation, sincerity, or intelligence, but because they "were poorly trained and advised" about the [[Learning to read#scienceScience of reading|science of reading]].<ref>{{cite web|url=https://www.readingrockets.org/blogs/shanahan-literacy/it-good-idea-teach-three-cueing-systems-reading|title=Is It a Good Idea to Teach the Three Cueing Systems in Reading|date=2019-04-01|author=Timothy Shanahan, Reading Rockets}}</ref><ref>{{cite book |title=Language at the speed of light|date=2017|pages=300–304|author=Mark Seidenberg|isbn=9780465080656}}</ref><ref>{{cite web|url=https://www.nifdi.org/resources/hempenstall-blog/402-the-three-cueing-system-in-reading-will-it-ever-go-away|title=The three-cueing system in reading: Will it ever go away|author=Dr Kerry Hempenstall, Senior Industry Fellow, School of Education, RMIT University, Melbourne, Australia|date=2017-10-29}}</ref> In England, the [[simple view of reading]] and [[synthetic phonics]] are intended to replace "the searchlights multi-cueing model".<ref>{{cite web|url=http://www.educationengland.org.uk/documents/pdfs/2006-primary-national-strategy.pdf|page=18|title=Primary Framework for literacy and mathematics, Department for education and skills, England|year=2006}}</ref><ref>{{cite web|url=http://publications.teachernet.gov.uk/eOrderingDownload/0201-2006PDF-EN-01.pdf|archive-url=http://webarchive.nationalarchives.gov.uk/20100512233640/http://publications.teachernet.gov.uk/eOrderingDownload/0201-2006PDF-EN-01.pdf|url-status=dead|archive-date=2010-05-12|title=Independent review of the teaching of early reading, 2006|access-date=2020-05-22}}</ref> On the other hand, some researchers suggest that "context" can be useful, not to guess a word, but to confirm a word after it has been phonetically decoded.<ref>{{cite web|url=https://www.literacyworldwide.org/get-resources/making-sense-of-the-science-of-reading|title=Science of reading, ILA, September 2020}}</ref>

====Guided reading, shared reading and leveled reading====