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Meredith Liben's avatar

This is incredibly useful. It’s rich, so being long is an advantage, not a problem.

I read the whole thing on my phone (and I strenuously dislike reading on my phone). I’m sharing this link far and wide and hope others will amplify it.

Claude, this centerpiece and the trove of links (especially - for me - the hard- to-locate Marilyn Adams sleuthing work on the origins of 3 cueing) could constitute the bedrock syllabus of a superb reading course for teacher prep.

Can’t thank you enough for taking the time to do thoughtfully lay this out for us. 🙏🏼

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Harriett Janetos's avatar

This is one of the most intellectually honest pieces I've read about the thorny subject of 3-cueing. With reference to Ehri's study, you state:

"The specific issue her study addressed was that students who are learning English as they learn to read it need English oral language support and instruction so that they know the meanings of the words and the text. Otherwise they cannot 'cross-check with meaning,' nor can they 'confirm the identities of words' if they don’t know the words."

This exactly describes my experiences working with my first grade intervention students--and it doesn't just apply to my EL's. When they read our decodable stories with the words 'fig', 'shed', and 'crib', they invariably decode these words beautifully but don't know what they mean. I can then direct them to the illustrations so they can add these words to their receptive vocabulary, and I share with them that I grew up knowing about figs because my Greek mother insisted on planting two in our backyard.

Thank you for such a comprehensive piece!

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