Many educators now accept the overwhelming evidence behind phonics instruction. But they often don’t realize that by simultaneously teaching children to guess at words, they may be doing damage that’s hard to reverse.
, revealed that schools of education were failing to equip teachers to use the method that cognitive scientists have found is most effective: systematic instruction in phonemic awareness and phonics . The documentary sparked aNow Hanford is back with an equally troubling new documentary called—released today—that shows the picture is even more complex. It’s not that teachers aren’t teaching phonics, she says. Given the overwhelming evidence, most have accepted the need.
Guessing may be easy in the short-term, but when kids try to tackle more sophisticated books—books that lack pictures and repetition—they’ll be at a serious disadvantage. Hanford interviews a woman who was never taught to sound out words but managed to get by in school, essentially by guessing. She was even admitted to a gifted and talented program. But when it came time to apply to college, she couldn’t read the passages on the college entrance exam within the allotted time.
It’s true that some children learn to decode well when taught with the three-cueing system—perhaps 40%, according to experts. But that’s not because the system is working. Essentially, Kilpatrick tells Hanford, those children are learning to read inThree-cueing is “ubiquitous in American schools,” Kilpatrick says, and getting rid of it won’t be easy.
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