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As a struggling reader myself, because parents moved around a lot. I was taught many different ways to read, basically the three cueing. As a young child, pictures were my best friend. As I got older, pictures disappeared in books, so back to the three cueings.  Educators use what worked for them and what the school systems tell you to use.  Reading for comprehension is very important and many students struggle.  This brings with the lack of wanting to read for students

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They were a lot of theories... However I believe in Balance Literacy.

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Phonics is essential in reading no matter what grade level. Its unfortunate that we do have older elementary students who struggle with a deficit that was never corrected in earlier years

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Assumptions- teachers only use one way to teach. Never mentioned the 5 components of reading from National Reading Panel.

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The author is assuming that certain strategies for teaching reading are wrong, when in fact, a good reader should be able to pull out any and all strategies from their "personal toolbox." Certain strategies may be better used in individual situations. I do agree that struggling readers rely more on context.

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The author assumes that teachers rely on their district's current strategy to teach reading and don't use a variety.  It seems that phonics has forgotten in previous years.  You can't be successful using other strategies if you don't have a strong phonics foundation.

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We have to be careful of the materials we are using to teach reading.  The author felt the purpose was to be able to comprehend the material.

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I agree that a shocking number of students in this country don't read well!

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Students are using three-cueing as a reading strategy and not necessarily reading words in the text.  This leads to poor reading skills.  However, in my experience, many times older students have the ability to replace a printed word with a similar meaning that doesn't change levels of comprehension.

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Assumes everyone uses/was taught/teaches using MSV.
Aspire to teaching other teachers the science of Rdg.

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Author assumes we are not aware of the importance of phonics. I totally agree that phonics is essential. I do still believe that other strategies are important, especially with our 4th and 5th graders.

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Agree: There is not one quick fix or way to teach every kid how to read.

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The author assumes that teachers have chosen phonics OR the cueing system. Although teachers may choose to focus more on one strategy there are classrooms where both are taught together. I agree that cueing is not great alone but for ELL students for example using context and phonics together can provide them the extra tools they need to figure words out.

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Struggling to read leads to a downward spiral. While that can certainly happen, caring teachers intervening early can motivate these students to push on!

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Assumptions: Many of today's reading strategies are wrought with inappropriate techniqes. Also, just because something is seen a true, does not make it true over time.

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Students need to have multiple strategies to solve for unknown words instead of depending on context to take a guess at what the word may be.

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That cueing is not the appropriate way to teach reading.  Students need to be able to decode words in order to be able to read.  Comprehension comes after decoding.  I'm a firm believer in phonics.  Good readers are phonetic readers.

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The author assumes there is one right way to teach reading to students of all different abilities.  I agree that phonics is a building block of fluent readers, but there may be some aspects of the MSV teaching model that can be integrated into successful reading lessons.

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Phonics is key...however we need to provide other strategies, as we all know that students all learn differently. I think that the they assume that only 1 way works best.

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Orton method great for ESL, high functioning autistic, and struggling readers. Used at The Piedmont School.

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Reading comprehension needs to be a balance of techniques in order to be effective. Phonics alone will not create a good reader and neither will just context. Whole package.

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Memorizing words is not comprehension. Students must learn how to decode with phonics before being able to comprehend meaning. Or else, some students will be instantly set up for failure with not being able to understand texts and simply use "guessing" strategies.

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I agreed that a child needs to be able to sound out a word and the need to know the meaning of the word. there should explicit phonics instruction and  lessons that build oral vocabulary and background knowledge.  I thing the author assumes most teachers "  aren't taught what they need to know about the structure of the English language to be able to teach phonics well" where I see that most schools are provided with quality phonic frameworks. Many universities require classes that teach soon to be teacher the   structure of the English language. I don't thing cueing is terrible skill, but it should not be how we teacher children to read.

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I think reading definitely needs to be taught in multiple ways. What is good for one, may not be good for another.

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The author prefers one way over the other. I think phonics is an essential piece to teaching reading. However, students also need to build vocabulary based on these unfamiliar words they are learning to decode to be able to truly comprehend.

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It needs to be a blend of phonics as well as context. So they have multiple skills to become a successful reader.

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The author assumes that the american school system relies on three-cueing over phonics as a whole, however I feel like most teachers I personally know use phonics and three cueing strategies together and know both of those groups of strategies. I agree that phonics has a place in our schools and in teaching students to read.  Context can come later in figuring out meaning of words, but not in reading them to begin with. The Orton method would be great for this, not just as an intervention.

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The author assumes that there is only one proper way to teach a student how to read. Though phonics is essential, context is very useful as well in order to help students not only read a text but to comprehend it as well.

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Reminded me of my grade school classes. Students need to have strategies to solve unknown words.

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Orton method is great to teach phonics.

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The assumption the author makes is that most teachers only know specific strategies to teach reading and don't use a variety. I agree that poorer readers are often the ones relying on context cues, and that context alone cannot develop good reading.

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phonics before context. students need to learn how to sound out words to truly learn how to read; otherwise they are just memorizing words and this will later lead to comprehension issues as well.

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Agree children need to sound out words, recognize meanings, but teachers need to be aware some students don't have experences and need to build background knowledge before reading. Can all children learn phonetically?

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There is a lot of the cueing teaching happening everywhere with well intentioned teachers and coaches,! I see the point of the article and I honestly believe that students need to be able to accurately decode and comprehend text. As I tool to understanding miscues MSV is a valid way to figure out a teaching plan. But I believe there are many well intentioned teacher if not specifically told how to teach decoding and comprehension, we will continue to see a lot of the same.

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The author assumes that there are correct ways and incorrect ways to teach reading.  I agree that there are better ways than others yes, but I also see the point of context (more really comprehension) is the end goal.

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The assumption the author makes is that you can't really understand what you are reading if you don't understand the words you are reading. Students can't read words and use poor strategies to decode the words. I agree that students should make sense of the words not to just learn the words.

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I very much agree with phonics being key to reading and not using context.  Teachers need to try to recognize coping strategies in students and strive to fill in holes in phonics instruction for struggling readers.

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First, a child needs to be able to sound out a word. Second, the child needs to know the meaning of the word she just sounded out. So, in a first-grade classroom that's following the research, you will see explicit phonics instruction and also lessons that build oral vocabulary and background knowledge. And you will see kids practicing what they've been taught.

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Student can use multiple reading strategies to read and understand a text. It is important though that they have strong skills in phonics to have full understanding.

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I was not surprised that the earlier study revealed that lower-performing students relied more on context clues that higher-performing students.

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I do agree that it is important that students know the correct word (such as the example he gave with horse and pony towards the end of the article)...but I understand that when you get a child in upper elementary grades - you sometimes have to take what strategies that are mildly successful with and use those to help develop their reading and comprehension skills.