It’s a long article on reading instruction but I think one worth some time and subsequent reflection. It purports that cognitive scientists again and again have proven that students need phonics to become “good” readers. It then goes on to suggest the 3 cueing systems are what “Bad” readers use. It concludes that balanced reading programs that use all 4 things (phonics, plus the 3 cueing systems) in fact don’t teach phonics at all.
To be fair, I may be simplifying the argument however it’s not what I see in many schools across Victoria and I would add that in my role as a University school liaison officer I see over 60-90 schools a year which is a reasonable sample.
I see many strong phonics programs which are a feature of Years F-2/3 students reading programs with cueing systems as well and by year 4 the balance is strongly on the cueing systems with some continuing instruction in phonics. School contexts vary this mixture as e.g. new English as a Second Language students enrol in various year levels.
I’d be interested in alternative views?