I have already explained in earlier posts here why the continued teaching of multi-cueing hinders children rather than helping them to become readers in the fullest sense.
One big problem still impeding the application of systematic synthetic phonics teaching principles, and the progress this would bring, is that many schools continue to present beginner readers with non-phonic books for read-aloud practice. In some cases this is alongside, or intermixed with, strictly phonic-based (‘decodable’) books.
This approach persists in the mistaken belief that a mixture of book types given to…
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