Georgia Board of Education bans three-cuing system for reading instruction

Georgia's Senate Bill 93, introduced on February 5, 2025, aims to reshape reading instruction in public schools by prohibiting the use of the controversial three-cuing system. This legislative move is designed to align educational practices with evidence-based approaches to literacy, specifically structured literacy, which emphasizes systematic and explicit instruction in phonology, sound-symbol association, and other foundational reading skills.

The bill defines structured literacy as an approach grounded in the science of reading, contrasting sharply with the three-cuing system, which relies on meaning, structure, and visual cues. Proponents of the bill argue that the three-cuing method has been shown to be less effective in teaching children how to read, potentially leading to long-term literacy challenges. By banning this method, the bill seeks to ensure that all instructional materials used in Georgia's public schools meet high-quality standards.

Key provisions of Senate Bill 93 include a mandate that public schools and local school systems refrain from employing the three-cuing system or visual memory as a basis for teaching word reading. Instead, the bill allows for the use of visual information to enhance comprehension but strictly prohibits its use in foundational reading instruction.

The bill has sparked notable debates among educators, literacy advocates, and policymakers. Supporters argue that the shift towards structured literacy will improve reading outcomes for students, particularly those struggling with literacy. Critics, however, express concerns about the potential implications for teachers who have been trained in the three-cuing method and the resources required to implement the new instructional strategies effectively.

The economic implications of this bill could be significant, as improved literacy rates are linked to better educational outcomes and workforce readiness, ultimately benefiting the state's economy. Socially, the bill aims to address disparities in literacy among students, particularly in underserved communities, by ensuring that all children receive instruction based on proven methodologies.

As Senate Bill 93 moves through the legislative process, its potential to transform reading instruction in Georgia schools remains a focal point of discussion. If passed, the bill could set a precedent for other states to follow, emphasizing the importance of evidence-based practices in education and the critical role of literacy in shaping future generations.