Ineffective Literacy Curricula Using Three-Cueing Method Undermining Foundational Skills
literacy instructioncurriculum designstudent difficultiessystemic inequity
Summary
The three-cueing method for reading instruction, when introduced before phonics, fails to build foundational decoding skills, leading to long-term literacy struggles, especially for marginalized students. Despite research showing its ineffectiveness, the method persists in many curricula, causing systemic inequity and frustration among educators who see students unable to read proficiently. This unsolved problem wastes instructional time and perpetuates achievement gaps.
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Three-cueing method used before phonics foundation leads to ineffective learning and systemic inequities.
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