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Is It Time for a Hard Conversation about Cueing Systems and Word Reading in Teacher Education?

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Title: Is It Time for a Hard Conversation about Cueing Systems and Word Reading in Teacher Education?
Language: English
Authors: Davis, Dennis S. (ORCID 0000-0003-2114-2860), Jones, Jill S., Samuelson, Courtney
Source: Reading & Writing Quarterly. 2021 37(4):301-316.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2021
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Evaluative
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Prompting, Word Recognition, Teacher Education, Reading Instruction, Models, Teacher Educators, Teaching Methods
DOI: 10.1080/10573569.2020.1792813
ISSN: 1057-3569
Abstract: Recent media reports suggest that teachers and teacher educators are using the three-cueing system model to justify an overemphasis on context to help students read unfamiliar words. In this conceptual article, the authors argue that although these critiques are exaggerated, the current climate provides an opportunity for teacher educators to reflect on their ways of talking about word reading with teachers. The authors propose answers to nine questions, derived from recent conversations with teachers as they navigate conflicting messages about reading. To answer these questions, the authors describe a model of word reading, the Sound-Spelling-Meaning (SSM) model, and related instructional routines that are consistent with current evidence. The SSM model offers teachers and teacher educators a consistent language for talking and learning about word reading processes. It can be useful in teacher education to guide discussions of how words eventually become effortless for readers, the pivotal role of spelling in reading development, and the role of context in word recognition.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1297464
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Davis%2C+Dennis+S%2E%22">Davis, Dennis S.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2114-2860">0000-0003-2114-2860</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jones%2C+Jill+S%2E%22">Jones, Jill S.</searchLink><br /><searchLink fieldCode="AR" term="%22Samuelson%2C+Courtney%22">Samuelson, Courtney</searchLink>
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Recent media reports suggest that teachers and teacher educators are using the three-cueing system model to justify an overemphasis on context to help students read unfamiliar words. In this conceptual article, the authors argue that although these critiques are exaggerated, the current climate provides an opportunity for teacher educators to reflect on their ways of talking about word reading with teachers. The authors propose answers to nine questions, derived from recent conversations with teachers as they navigate conflicting messages about reading. To answer these questions, the authors describe a model of word reading, the Sound-Spelling-Meaning (SSM) model, and related instructional routines that are consistent with current evidence. The SSM model offers teachers and teacher educators a consistent language for talking and learning about word reading processes. It can be useful in teacher education to guide discussions of how words eventually become effortless for readers, the pivotal role of spelling in reading development, and the role of context in word recognition.
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