# data[].attributes.body
Phonics and guided reading are what are important.  I agree that reading influences every part of your life.

# data[].attributes.body
As a teacher, I would say that we need to use varied strategies bc students have varied learning styles. However, as an upper grade teacher, I think we could use more assistance from lower grade teachers in teaching phonics.

# data[].attributes.body
If a child reads house vs horse, but then ask themselves, does this make sense, then student could then choose the correct word and continue to read. Cueing strategies would be effective.The researcher has to consider other variables and has assumed that there are no other inferences in the student's ability to learn.

# data[].attributes.body
The author makes the assumption that she's the problem to her reading struggles only to quickly discover that her daughter was learning the same way. Teaching phonics is so critical and essential.

# data[].attributes.body
I agree that phonics and decoding are the building blocks for learning to read. If students don't get those cornerstone pieces early on, they will struggle in later grades until those deficits are corrected.

# data[].attributes.body
The purpose of reading to make sense of what is read.  The three cue system is often the way the struggling readers read.  Phonics is difficult to teach but essential to teach .

# data[].attributes.body
The author assumes that 3 cueing in not effective.  I agree and have seen the same in my personal experiences in the classroom and in my own children.

# data[].attributes.body
Saying that one method or the other is correct is extreme. A well implemented balanced literacy model would include both methods to give students different ways to approach reading

# data[].attributes.body
She assumes that the "three cueing" theory is teaching kids to be poor readers by relying on those strategies.  However, those are not the only three strategies the school system teaches.  I think they are reading strategies that most students can concretely process and fall back on when reading independently.  I agree with the conclusion that skilled readers do not have to rely on the context of the sentences to guess the word they are trying to read.  This is what makes a fluent and accurate reader.  Phonics is an essential foundation block that leads to skilled reading.

# data[].attributes.body
Ms. Hanford assumes that teaching reading is using the pictures when a student gets "stuck" and assumes that a student comprehends the sound a letter makes in the word.  Reading teachers understand the importance of the phonemes and the teaching of phonics to understand reading.

# data[].attributes.body
I agree that phonics is the most important.

# data[].attributes.body
The author assumes that many teachers teach reading poorly. She saw the same strategies that she taught herself to do, in lessons for her own child and saw that those didnt really work. I agree that everyone uses different strategies to learn to read.

# data[].attributes.body
“And it turns out cueing may actually prevent kids from focusing on words in the way they need to become skilled readers.”  “Some children will skip the sounding out if they're taught they have other options. Phonics is challenging for many kids. The cueing strategies seem quicker and easier at first.” “But she's come to understand that cueing sends the message to kids that they don't need to sound out words.” "One negates the other."

These quotes really stood out to me.  I see kids do this ALL the time.  They guess a word based on the picture and predictive text and do not bother to sound it out.

# data[].attributes.body
The article mentions the need for phonics during literacy instruction. I know this type of instruction can have a positive impact on children learning to read. However, it is important to note that many of our students (today) need to have a variety of instructional practices. They need different experiences while they are learning to read. Being exposed to different texts is important.

# data[].attributes.body
Both are important concepts, but phonics must come first.

# data[].attributes.body
I agree with the article when it says "Comprehending the text is the goal". It takes both whole language and phonics to get there.

# data[].attributes.body
I agree that phonics instruction is important for students to be successful readers. When students reach 4th grade with such large gaps, it can difficult to get them to sound out words if they have relied on pictures up to this point.

# data[].attributes.body
She makes the assumption that most teachers are using incorrect strategies in their classrooms.  I agree with the balanced literacy approach, especially when teaching a second language.

# data[].attributes.body
Reading is a systematic process that involves many areas and brain functions. Reading touches on cognitive development, student background and experiences, socio-economic status, parent background and support, morphology, phonology, etc.

# data[].attributes.body
The author assumes that everyone teaches the three cueing system.  I do agree that these are strategies that can be used if a student is struggling with phonics, but in addition to the phonics.  Phonics is the foundation of reading and should be the focus early on.  As an EC teacher, I focus on phonics with my struggling readers.

# data[].attributes.body
Teaching phonics and context clues are both important.

# data[].attributes.body
The author assumes that teachers are only using the three-cue method to teach reading, therefore that is the strategy that students always use. I agree with "whole word" learning, as repeated exposure to vocabulary within text and hearing words in conversation strengthens a students understanding and recognition of the word.

# data[].attributes.body
Phonics and whole word recognition is a very important component to reading. Yes, the MSV technique can be used but it is not an essential part of reading comprehension.

# data[].attributes.body
I agree with the article when it says that teaching children about the relationship between sounds and letters is extremely important to make sure kids get off to a good start in reading, and that just teaching students to use pictures could be harmful to their reading development.

# data[].attributes.body
I've seen this illustrated many times as I've taught gifted children over the years...many never learned phonics because they seemed to be able to read in younger grades and nobody thought it was necessary. When they got to third grade and higher, they got "caught" because they couldn't sound out words and their reading became a major chore and even a terrible problem.

# data[].attributes.body
She seems to stress that phonics solves reading problems with students.  What about words in the English language that can't be sounded out?  I know these could be sight words but if a student encounters an unknown word that can't be decoded?  Couldn't context help that student to understand that word and maybe help them store that word in their memory?  I agree that PHONICS and decoding skills are extremely important and the quickest way to read words on a page.  I do believe that students also need to be taught meanings of words (vocabulary).  I have seen very fluent word callers (decoders) and they don't have a clue of what they are reading (comprehension).

# data[].attributes.body
She assumes that she was the only poor reader where she grew up.  I agree that phonics needs to be taught more through balanced literacy.

# data[].attributes.body
She assumed they were her "dirty little secrets" but this was how many students were learning to read. I try to remember how I was taught to read and for the life of me I can't. Reading is not strong for me either, however when it's an interesting subject I can't seem to stop. My word bank did not grow from assigned reading but reading that excited me and asking for help through decoding words from adults. Kids need things that excite them.

# data[].attributes.body
The author assumed that reading only had one method.  I agree that students learn to read with a variety of teaching techniques.

# data[].attributes.body
The author states that  the 3 cueing method of reading;  : meaning, structure, and visual are not effective approaches to reading instruction. I agree that phonics is the basis of reading and should be addressed. However at 4th grade we need to rely on multiple strategies  to close learning gaps from 4th grade because students will in real life utilize multiple strategies to understand the world around them.

# data[].attributes.body
She assumes that the majority of teachers have been teaching their students to read the wrong way- using cuing system, etc.  I do agree with the author.  Memorizing words, using context to guess words, and skipping words are strategies that many beginning readers are taught in school.  This makes it harder for many kids to learn to read.

# data[].attributes.body
In my experience you need phonics in reading and my students who seem to struggle or skip decoding words as they read have very poor phonics skills.  I think there is a balance of cueing and phonics and that is what impowers a reader and increases their reading skills.  Moving around to different schools recently has shown me that even in our district reading is taught very differently by each teacher.  It is often hard as a teacher with so much research and so many differing opinions about reading and teaching reading to weed through and find what works best for your students and you find that every student learns in their own unique way and we need ways to tap into that to build on their abilities and make stronger more proficient readers.  We also need to make is a fun process and not a task or chore.

# data[].attributes.body
She assumes that when using the 3-cue method, teachers are focusing almost entirely on context through illustrations and guessing, even though toward the end, she acknowledges that context through pictures can be useful in confirming the meaning of new words. I tend to agree that learning the sounds that letters make, and therefore learning to sound out those words, is the most valuable foundation skill for readers, and this has been my starting point when supporting early readers, both as a teacher and as a parent. I was especially struck by the example of the 1st grade classroom using advanced content-specific language with young children who couldn't yet read the words - ensuring they could recognize and understand them when they *could* read them. This is something else I've always believed in doing, and hadn't necessarily read research to directly support, so that was validating.

# data[].attributes.body
Reading scores were the strongest at my school when we used a school-wide systematic phonics instruction program that grouped students not by grade level but by skill. The groups were open and flexible. We eventually left that model and moved to a Balanced Literacy model and our scores dropped.

# data[].attributes.body
Takeaway: Teaching phonics explicitly is essential. Students are relying heavily on picture cues and not enough on great foundational knowledge of letters, sounds, and blending.

# data[].attributes.body
The author is underth e impression that all students were being taught to read the same way.  I think its is important to use multiple strategies to teach students to read.  The more tools they have in their toolbox the more they can apply them to th eir learning style.

# data[].attributes.body
Students learn to read more in a context with a global reading and complete words, then when you identify the word you can identify the phonological skill. That is what I agree with. Reading is not say the word in a text it is to know what it means in a context.

# data[].attributes.body
I think the author assumes that we all teach the same methods. She believes that all classrooms are on the same path. I do agree that poor reading habits are hard to break and that weak word recognition skills are the most common and debilitating road blocks to reading comprehension and to being a master reader.

# data[].attributes.body
The article talks alot about the cueing system and how it casuses poor readers. She also assumes that everyone is teaching the same way and students learn to read the same way.  I do agree that readers already know the words. It's important to use all the strategies she mentioned. I have readers that can sound out the words and read beautifully but them they have no idea what they read. They lose the comprehension or the context piece.

# data[].attributes.body
The author assumes our way of teaching reading is wrong. I believe students learn reading in different ways.

# data[].attributes.body
She makes assumptions about the strategies that are being taught in her child's kindergarten classroom and relating them to her own strategies she used as a struggling reader. I strongly agree with the practice of teaching students to practice the use of the words that they come into contact with as they read. If students aren't able to apply the words they're reading correctly they will not comprehend the words when reading them. I have always loved the balanced literacy approach and use it as my guidelines for planning and applying my lessons. I use it for monitoring my students and finding individual interventions for them. - Hayley

# data[].attributes.body
She assumes everyone is learning to read this way. I agree with phonics as the basis for learning to read. If a person can't sound out the word, then they can't read it thus not comprehending the text.

# data[].attributes.body
I agree with the importance of phonics instruction.

# data[].attributes.body
Interesting article. I do notice with students who struggle with reading that it is phonics they need.

# data[].attributes.body
Tecahing to read is a great dilema, that is what the author assumes.

# data[].attributes.body
I agree with the idea we must build our students oral vocabularies in order for them to become better readers. If we focus more on their speaking skills, using the vocabulary we are trying to teach, when they come across the word it will be easier for them to recognize. I also agree with the point the author makes that we need our kids using less brain power trying to identify words and more brain power so that they can comprehend the text. That is the most important part of reading: understanding and enjoying a text.

# data[].attributes.body
The M, S, V system is very helpful to determine error patterns students make and teaching points for after the read.

# data[].attributes.body
I agree that the skilled readers already know the words and the "sounding words out" prevents kids from getting meaning from the text.

# data[].attributes.body
CANCEL

upload

link

search_web

camera

more_horiz
POST

# data[].attributes.body
She assumes all students are learning to read this way.

# data[].attributes.body
"One video shows Mia, on the left, who was in the phonics program. Mia says she's a good reader because she looks at the words and sounds them out. JaBrea, on the right, was taught the cueing system. JaBrea says: "I look at the pictures and I read it." We definitely need to analyze this deeply and see what needs to be done.

# data[].attributes.body
She assumes all teachers were using the same teaching methods.

# data[].attributes.body
I agree that skill in reading involves "accurate first guesses based on better sampling techniques, greater control over language structure, broadened experiences and increased conceptual development."  Having the ability to ask yourself "Does this word make sense in this sentence/story?"  Being able to understand the part of speech that an unknown word has in order to get closer to its meaning

# data[].attributes.body
She talks about the 3 cue system a lot and how children rely too heavily on pictures. She says this is not reading and that a lot of schools are teaching children to be poor readers. I agree with her when she says "...explicitly teaching children about the relationships between sounds and letters is essential to ensure all kids get off to a good start in reading."

# data[].attributes.body
She assumes that all teachers have been teaching kids the read the wrong way and that is why kids are poor readers. I agree with her statement: reading "influences every aspect of your life," ;  and the kids who clung to the cueing approach are falling further and further behind. Once the kids have been taught this for year and years, by the time they get into EC it take a years to undo it then they are on to the next EC teacher.

# data[].attributes.body
Assumption: Schools teaching kids to be poor readers & that she was the only one using those strategies.

# data[].attributes.body
A quote I agree with, "The most important thing was for the children to understand and enjoy the text."  Sure, there are going to be times we must read something that doesn't particularly interest us, but I have seen time and again, if a student enjoys the text and there is a high interest level, they are more likely to interact with the text and strive to understand it.

# data[].attributes.body
She assumed that she was the only one with the problem. I agree with the following statement " Weak word recognition skills are the most common and debilitating source of reading problems."

# data[].attributes.body
Phonics and guided reading are an essential part to young students' learning.  If they are taught well and early on, by 4th grade the reading gaps should be much more proficient.

# data[].attributes.body
She assumes "elementary schools across the country are teaching children to be poor readers," when lots of schools are using a curriculum that includes phonics.  I agree with the following: "When kids struggle to learn how to read, it can lead to a downward spiral in which behavior, vocabulary, knowledge and other cognitive skills are eventually affected by slow reading development."

# data[].attributes.body
She assumed that she was the only one that had the reading problems she had and that the problem was not the way that she was being taught to read, but within herself. Everyone else understood and was able to read, so the problem couldn't have been the way she was being taught.

# data[].attributes.body
Some assumptions that she make is that she felt as if no one could help her and made her own reading strategies to help herself. I agree that reading is fundamental at a young age because it prepares children to use it in their everyday lives. Reading is something that is across the board In all subject
areas and should be taught thoroughly no matter the age group.