For decades, schools have taught children the strategies of struggling readers, using a theory about reading that cognitive scientists have repeatedly debunked. And many teachers and parents don't know there's anything wrong with it.
I have a son that’s learning to read right now so I’ve got some first hand experience on this. This article is making a lot out of the contextual clues part of the method but consistently downplays or ignores that phonics is still part of what the kids are taught. It’s a bit of a fallback, sure, but my son isn’t being taught to skip words when he can’t figure it out.
He’s bringing home the kinds of books mentioned in the article. The sentence structure is pretty repetitive and when he comes across a word he doesn’t know he tries to look at the picture to figure out what it is. Sometimes that works and he says the right word. Other times, like there’s a picture of a bear and the word is “cub” (but I don’t think my son knew what a bear cub was), he still falls back on “cuh uh buh” to figure it out.
So he still knows the relationship between letters and sounds. He just has some other tools in his belt as well. I can’t say I find that especially concerning.
In many balanced literacy classrooms, children are taught phonics and the cueing system. Some kids who are taught both approaches realize pretty quickly that sounding out a word is the most efficient and reliable way to know what it is. Those kids tend to have an easier time understanding the ways that sounds and letters relate. They’ll drop the cueing strategies and begin building that big bank of instantly known words that is so necessary for skilled reading.
But 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. And by using context and memorizing a bunch of words, many children can look like good readers — until they get to about third grade, when their books begin to have more words, longer words, and fewer pictures. Then they’re stuck. They haven’t developed their sounding-out skills. Their bank of known words is limited. Reading is slow and laborious and they don’t like it, so they don’t do it if they don’t have to. While their peers who mastered decoding early are reading and teaching themselves new words every day, the kids who clung to the cueing approach are falling further and further behind.
These poor reading habits, once ingrained at a young age, can follow kids into high school. Some kids who were taught the cueing approach never become good readers. Not because they’re incapable of learning to read well but because they were taught the strategies of struggling readers.
Another reason cueing holds on is that it seems to work for some children. But researchers estimate there’s a percentage of kids — perhaps about 40 percent — who will learn to read no matter how they’re taught. According to Kilpatrick, children who learn to read with cueing are succeeding in spite of the instruction, not because of it.
Maybe your kid is one of the lucky ones that can read fine regardless of how he’s taught. But not everyone will be. That’s the point of changing how reading is taught, to be more effective for the highest number of people.
But you could also try giving him a reading test like the ones presented at the top of this website https://readingtests.info/ and see for yourself how well he reads an unfamiliar story.
I think also one thing to remember is that phonics and word sounds are not reading either due to the fact that English is a Frankenstein language where any letter or combination of letters often has a myriad of ways of being pronounced. You cannot learn to read without a healthy dose of memorization and contextual cluing. Letters are, at best, just another clue as to what the word could be.
I have a son that’s learning to read right now so I’ve got some first hand experience on this. This article is making a lot out of the contextual clues part of the method but consistently downplays or ignores that phonics is still part of what the kids are taught. It’s a bit of a fallback, sure, but my son isn’t being taught to skip words when he can’t figure it out.
He’s bringing home the kinds of books mentioned in the article. The sentence structure is pretty repetitive and when he comes across a word he doesn’t know he tries to look at the picture to figure out what it is. Sometimes that works and he says the right word. Other times, like there’s a picture of a bear and the word is “cub” (but I don’t think my son knew what a bear cub was), he still falls back on “cuh uh buh” to figure it out.
So he still knows the relationship between letters and sounds. He just has some other tools in his belt as well. I can’t say I find that especially concerning.
Maybe your kid is one of the lucky ones that can read fine regardless of how he’s taught. But not everyone will be. That’s the point of changing how reading is taught, to be more effective for the highest number of people.
But you could also try giving him a reading test like the ones presented at the top of this website https://readingtests.info/ and see for yourself how well he reads an unfamiliar story.
deleted by creator
I think also one thing to remember is that phonics and word sounds are not reading either due to the fact that English is a Frankenstein language where any letter or combination of letters often has a myriad of ways of being pronounced. You cannot learn to read without a healthy dose of memorization and contextual cluing. Letters are, at best, just another clue as to what the word could be.