In addition, this type of cueing system leaves many children ill-prepared to tackle more advanced concepts in later years. In fact, there have been multiple references to reveal the ways in which the three-cueing system mimics the same strategies that are used by poor readers. Although students are exposed to reading and provided with a wealth of opportunities, they will not develop the deep knowledge and skills that good readers possess. However, the research within the Science of Reading confirms that adding in some phonics instruction intermittently is not effective. In most cases, teachers using cueing as a primary approach and could choose to mix in some phonics instruction when deemed appropriate. In this approach, students are encouraged to make informed guesses at a word, use context or other knowledge and experience to plug-in unfamiliar words, and engage in independent reading of high-interest books. The goal of the three-cueing system is for students to access information sources including meaning, structure, and visual. Many teachers have been accustomed to using the three-cueing system to drive reading. Teachers who are looking to transition from a balanced literacy approach will be pleased to find a lot of information and resources available to guide instructional practices that are based on evidence. The Science of Reading (SOR) provides the information that educators need to secure phonics as the primary approach to reading and in turn, prepare students to become fluent and independent readers for life. If we consider the reports that indicate that only one-third of American children are able to read proficiently, we can all agree that it is time to come together to make widespread changes in the way reading is taught.
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