The flawed three-cueing system for teaching reading
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The flawed three-cueing system for teaching reading
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Re: The flawed three-cueing system for teaching reading
#2So, it all makes sense, but by this theory, it seems like the english words "through" and "tough" and "benign" should be really hard to learn, compared to "true" and "stuff" and wine". Also, English ought to be harder to learn to read than, say, German or Spanish. But I don't know of any evidence that English-speaking countries have lower literacy than Spanish- or German-speaking countries.
I don't mean that phonics isn't useful, but the idea that having multiple strategies can kill your ability to read sounds fishy.
Re: The flawed three-cueing system for teaching reading
#3So, it all makes sense, but by this theory, it seems like the english words "through" and "tough" and "benign" should be really hard to learn, compared to "true" and "stuff" and wine". Also, English ought to be harder to learn to read than, say, German or Spanish. But I don't know of any evidence that English-speaking countries have lower literacy than Spanish- or German-speaking countries. I don't mean that phonics…
Indeed phonics make English spelling harder as English spelling is more etymologically conservative than it is phonetic.
It was fascinating watching my kid learn to read: his school hired a native English speaker to teach English, using phonics. He preferred reading to almost any activity, but not in English (though we had plenty of books in that language) until I switched to reading with him only in English for a few months. The phonics led him down a false path.
Re: The flawed three-cueing system for teaching reading
#4So, it all makes sense, but by this theory, it seems like the english words "through" and "tough" and "benign" should be really hard to learn, compared to "true" and "stuff" and wine". Also, English ought to be harder to learn to read than, say, German or Spanish. But I don't know of any evidence that English-speaking countries have lower literacy than Spanish- or German-speaking countries. I don't mean that phonics…
Anecdata: As long as I knew her, my ex had the difficulties described in the article. She blamed how she was taught to read in school -- specifically not having been taught phonics. I figured that was nonsense, and blamed a peculiar-to-her learning disability.
At some point I read Steven Pinker's "The Language Instinct" (which is 20+ years old at this point!), which describes all the research on learning to read... and which pretty conclusively proved to me that my ex was right. For at least some subset of kids, not learning phonics leads to a lifelong reading issues.
Re: The flawed three-cueing system for teaching reading
#5So, it all makes sense, but by this theory, it seems like the english words "through" and "tough" and "benign" should be really hard to learn, compared to "true" and "stuff" and wine". Also, English ought to be harder to learn to read than, say, German or Spanish. But I don't know of any evidence that English-speaking countries have lower literacy than Spanish- or German-speaking countries. I don't mean that phonics…
Indeed phonics make English spelling harder as English spelling is more etymologically conservative than it is phonetic. It was fascinating watching my kid learn to read: his school hired a native English speaker to teach English, using phonics. He preferred reading to almost any activity, but not in English (though we had plenty of books in that language) until I switched to reading with him only in English for a fe…
Not in my personal case. My school didn't teach phonics, through 6 months of remedial tutoring with phonics I was able to go from being deemed a potential special ed student to being the most 'gifted' one. My full ride scholarship through academics stems from the course correction my parents made to the phonics path. I will be teaching my own children phonics with followups on the non-phonetically standard words.
Re: The flawed three-cueing system for teaching reading
#6So, it all makes sense, but by this theory, it seems like the english words "through" and "tough" and "benign" should be really hard to learn, compared to "true" and "stuff" and wine". Also, English ought to be harder to learn to read than, say, German or Spanish. But I don't know of any evidence that English-speaking countries have lower literacy than Spanish- or German-speaking countries. I don't mean that phonics…
Indeed phonics make English spelling harder as English spelling is more etymologically conservative than it is phonetic. It was fascinating watching my kid learn to read: his school hired a native English speaker to teach English, using phonics. He preferred reading to almost any activity, but not in English (though we had plenty of books in that language) until I switched to reading with him only in English for a fe…
Anecdote: My mother told me I was taught to read using phonics.
I don't remember learning to read except one very brief memory where I was trying to read Sam Who Never Forgets.
However in 4th grade I was reading at a 12th grade level, and I was reading 300pg novels in 2-3 days while classmates were reading short kids books.
Phonics aparently worked very well for me. Though I'm not always that good with spelling.
Re: The flawed three-cueing system for teaching reading
#7Earlier quoted context omitted.
Indeed phonics make English spelling harder as English spelling is more etymologically conservative than it is phonetic. It was fascinating watching my kid learn to read: his school hired a native English speaker to teach English, using phonics. He preferred reading to almost any activity, but not in English (though we had plenty of books in that language) until I switched to reading with him only in English for a fe…
Anecdote: My mother told me I was taught to read using phonics. I don't remember learning to read except one very brief memory where I was trying to read Sam Who Never Forgets. However in 4th grade I was reading at a 12th grade level, and I was reading 300pg novels in 2-3 days while classmates were reading short kids books. Phonics aparently worked very well for me. Though I'm not always that good with spelling.
This was my experience also. My mom taught me phonics at home, while my peers learned whole language at school. And (quite possibly as a result) I was reading much longer books at a much earlier age than my peers.
Re: The flawed three-cueing system for teaching reading
#8Phonetic spelling is probably the greatest invention in written languages since paper.
I am constantly amazed that teachers on the front lines fail to recognize this. I'm saddened that UI designers keep replacing phonetically spelled words with icons and emojis.
Re: The flawed three-cueing system for teaching reading
#9So, it all makes sense, but by this theory, it seems like the english words "through" and "tough" and "benign" should be really hard to learn, compared to "true" and "stuff" and wine". Also, English ought to be harder to learn to read than, say, German or Spanish. But I don't know of any evidence that English-speaking countries have lower literacy than Spanish- or German-speaking countries. I don't mean that phonics…
"through" and "tough" aren't hard, because by the time the reader is exposed to them they are well trained in phonics and are able to handle exceptions to the rules with little difficulty.
I learned to read with Dick+Jane, but was taught phonetic reading.
I remember looking over my mom's shoulder while she read books that were just walls of text. I couldn't read, and thought reading was some magical skill. It was pretty exciting to learn to read and then I could read anything. It was like someone turned the lights on.
Re: The flawed three-cueing system for teaching reading
#10The reason for this debate is that different IQ levels require different techniques. Higher IQ students will be more able to apply patterns and systems from phonics to words seen for the first time.
Lower IQ students tend to struggle with mapping systems onto new material. So the more brute force systems, like memorizing whole words, tends to have more success.
We see similar things in learning mathematics.