Getting History Right: The Tale of Three-Cueing by Jeffery L. Williams critiques common misconceptions about literacy instruction and parallels them to historical myths. The article addresses the prevalence of media misinformation around the so-called “three-cueing model” in reading education, which critics label as harmful and debunked (though they never actually cite a source for such claims). However, the author argues that three-cueing—often erroneously linked to Marie Clay—has been misunderstood and misrepresented. 

“Paul Revere did not yell ”The British are coming’ and there is no such thing as a three-cueing/MSV theory, model, or approach.  No matter how many times bloggers, ill-informed media outlets, or even esteemed legislators repeat this myth, it is simply not true.”

READ THE FULL ARTICLE

Further, Williams explores state legislation shaped by this misinformation. No evidence supports that a defined three-cueing system exists as a theory, model, or approach in educational literature. Despite this, many states have legislated against it, often citing flawed or non-existent research. Laws banning the use of three-cueing systems are both impractical and unenforceable, as the concept itself lacks a scholarly foundation.  

“Remarkably similar in language and scope, they are good examples of ‘copycat bills’ which the Center for Public Integrity (2019) defines as bills disguised as the work of lawmakers which, in actuality, are dreamed up and written by corporations, industry groups, and think tanks to quietly advance the agenda of those who wrote them.”

READ THE FULL ARTICLE 

Williams calls for accurate representation of literacy research to guide teaching practices, highlighting the importance of nuanced, evidence-based approaches in addressing reading challenges. His article echoes recent sentiment by other educators and scholars who oppose misguided laws that restrict teachers’ abilities to serve all children. When it comes to helping our children excel, there should be no limitations, especially those based on misinformation. And, as Williams concludes,  

“We must be vociferous in pointing out false claims, misunderstandings, and sometimes, outright slander.”

READ THE FULL ARTICLE 

Hear more from Jeff Williams at LitCon: National K-8 Literacy conference, where he will present Effective Feedback Strategies for Young Writers K-6. Register now at literacyconference.org! 

Jeff Williams, an Ohio literacy educator for over 30 years, is the Reading Recovery teacher leader-in-residence at The Ohio State University. He is a regular speaker at international, national, and regional conferences and provides staff development in school districts across the country. He has served as president of RRCNA and has been on the board of directors for over a decade. Jeff has co-authored and contributed to professional books, numerous professional journals, and authored 120 children’s books for Hameray Publishers