Resource Pages
These resources address what research shows about the effectiveness of the Triple Cueing System.
Research:
- D'Agostino, J., Murphy, J. (2004) A Meta-Analysis of Reading Recovery in United States Schools. Educational Evaluation and Policy Analysis, 26(1), 23-38. Retrieved from http://www.jstor.org/stable/3699502
Articles:
- Adams, M. (2016, June 22). The Three Cueing System. BalancedReading.com. Retrieved from http://www.balancedreading.com
- Hempenstall, K. (2016, June 22). The Three-Cueing Model: Down for the Count? EdNews.org. Retrieved from http://www.foundationstutoring.org
- Baker, S., et al (2016, June 22) Experts Say Reading Recovery Is Not Effective, Leaves Too Many Children Behind: An Open Letter from Reading Researchers Wrightslaw, Retrieved from http://www.wrightslaw.com
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Related Resources:
Links & Websites
Evaluation of Guided Reading vs. Explicit Interventions
Research study that found an explicit intervention in phonemic awareness, decoding, spelling, fluency, and comprehension demonstrated stronger impacts on student reading than did a Guided Reading intervention.
Links & Websites
Anita Archer’s Explicit Instruction Website
Companion website to Explicit Instruction (Archer & Hughes, 2011). Provides videos of effective instruction at the elementary and secondary levels in reading, language arts, and math classes.
Links & Websites
Explicit, Systematic Phonics Lessons, Scope & Sequence Materials
Website with lessons and materials for teaching phonics explicitly and systematically. Includes lesson plans, word lists, and decodable texts.