Final answer:
The Three Cueing Systems model in literacy instruction is critiqued for de-emphasizing the role of phonology, which is essential for word decoding and reading fluency. Phonological awareness and systematic phonics instruction are key elements of reading education that some feel are overlooked by this model.
Step-by-step explanation:
The student's question concerns the Three Cueing Systems model in reading education, specifically its treatment of phonology. In literacy instruction, the Three Cueing Systems model posits that readers use three types of cues to identify words: semantic (meaning), syntactic (grammar), and graphophonic (letters and phonemes). Critics argue that this model underemphasizes the importance of phonological awareness—the ability to recognize and manipulate sounds in spoken language—which is crucial for decoding words and reading successfully.
Research on reading acquisition and instruction emphasizes the importance of systematic and explicit instruction in phonics, whereby students learn the relationship between phonemes (the smallest units of sound in a language) and graphemes (the letters or groups of letters that represent these sounds). This understanding is essential for proficient reading, particularly in alphabetic languages like English, where phonological processing is foundational. Without a strong grasp of phonology, students may struggle to decode words, leading to reading difficulties.
Therefore, the critique of the Three Cueing Systems lies in its potential to lead educators to undervalue the instruction of phonics and phonological skills that are necessary for the development of fluent and effective reading abilities.