Board of Education bans three-cueing system in reading instruction

In a pivotal moment for Georgia's education system, the State Legislature introduced Senate Bill 93 on March 3, 2025, aiming to reshape how reading is taught in public schools. As educators, parents, and lawmakers gathered to discuss the bill, the air was thick with anticipation and concern over its implications for literacy instruction across the state.

At the heart of Senate Bill 93 is a clear directive: the three-cueing system, a method that relies on meaning, structure, and visual cues to teach reading, will no longer be recognized as a high-quality instructional approach. Instead, the bill champions "structured literacy," an evidence-based methodology grounded in the science of reading. This approach emphasizes explicit and systematic instruction in phonology, sound-symbol association, and other foundational elements of reading. Proponents argue that this shift is essential for improving literacy rates, particularly among struggling readers.

The bill's provisions are straightforward yet significant. It explicitly prohibits the use of the three-cueing system in public schools unless a parent or guardian of a nonverbal student consents as part of an Individualized Education Program. This move has sparked a heated debate among educators and literacy advocates. Supporters of structured literacy argue that the three-cueing system has been shown to be ineffective for many students, particularly those with learning disabilities. Critics, however, express concern that the bill may limit teachers' flexibility and creativity in the classroom, potentially stifling innovative teaching methods.

As discussions unfold, the economic implications of the bill are also coming to light. If implemented effectively, structured literacy could lead to improved reading outcomes, which in turn may reduce the long-term costs associated with remedial education and support services. However, the transition to this new instructional framework will require significant investment in teacher training and resources, raising questions about funding and support from the state.

Experts in education are weighing in on the potential impact of Senate Bill 93. Dr. Emily Carter, a literacy specialist, notes, "This bill could be a game-changer for many students who struggle with reading. By focusing on structured literacy, we are aligning our teaching methods with what research shows works best." Conversely, some educators worry about the abrupt shift and the potential for confusion during the transition period.

As the bill moves through the legislative process, its future remains uncertain. Will it pass and lead to a new era of reading instruction in Georgia, or will it face pushback that stalls its implementation? One thing is clear: the conversation surrounding Senate Bill 93 is just beginning, and its outcomes could resonate far beyond the classroom, shaping the educational landscape for years to come.