Taylor and Francis Online 4 July, 2026 by Marla Nicolas and Ondine Bradbury

This paper addresses the ongoing debate about the role of the three-cueing system in reading education by analyzing the body of
evidence from 53 studies spanning 1964–2022. A key outcome of this study was to determine that the three-cueing system is not a method for teaching students how to decode, but rather a framework for teaching students how to monitor their reading accuracy and comprehension, enabling them to take control of their own learning.

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