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

Abstract

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.