Why the Three-Cueing Model Hinders Reading Proficiency
KRS 158.791 requires the Kentucky Department of Education (KDE) to support “local school districts in…implementing evidence-based reading, intervention, and instructional strategies that emphasize phonemic awareness, phonics, fluency, vocabulary, [and] comprehension…” The three-cueing strategy - also known as MSV - used by some reading teachers to teach word recognition is not an evidence-based instructional strategy and does not emphasize phonemic awareness or phonics skills, the foundational components of reading students must acquire along with fluency, vocabulary, comprehension and knowledge to become a skilled reader. Why the Three-Cueing Model Hinders Reading Proficiency is now available to help educators understand the basis for not implementing three-cueing.
Developing the Reading Improvement Plan
The Reading Improvement Plan:
-
Should be developed in collaboration and accordance with any existing program services plan, individualized education program, or Section 504 Plan unless the program services plan, individualized education program, or Section 504 Plan already addresses improving reading;
-
May already exist as a part of a student intervention plan within a multi-tiered system of supports as long as the plan addresses the components required by Senate Bill 9 - The Read to Succeed Act (2022). See Reading Improvement Plan template;
-
Must incorporate the requirements of KRS 158.305. A template is available as an example. Districts may modify the template to fit the local context as needed; and
-
Template is available as a form on Infinite Campus (IC), allowing multiple users to access the same form, schools to share the form with parents/guardians through the Parent Portal, and the form to travel with a student should they transfer within or to another district.
Resources:
Support Implementation of HQIR for Reading and Writing with the Unit Internalization Protocol
The Kentucky Department of Education (KDE) Office of Teaching and Learning developed the Curriculum-Based Professional Learning Guidance Document to support districts in effective implementation of a strong local curriculum anchored in high-quality instructional resources (HQIRs). The guidance document includes multiple tools to help ensure maximum impact of the district-adopted HQIRs on the student experience and outcomes.
One foundational tool is the Reading and Writing Unit Internalization Protocol. The steps and questions included in the protocol support “intellectual preparation” for teaching a unit/module from a high-quality instructional resource (HQIR) and provide a structure for developing understanding of how the standards, tasks and assessments operate within the arc of learning. By starting with unit internalization, teachers understand how each lesson coherently fits into the unit's overall design. A Mathematics Unit Internalization Protocol and a Science Unit Internalization Protocol are also available.
Early Literacy Newsletter Archive
Did you miss last week's Early Literacy Newsletter? You can access all previous editions of the newsletter on the Early Literacy webpage.
|
