A legal action initiated by two families in Massachusetts is intensifying the criticism of certain reading instruction methods that some schools continue to implement, despite ongoing discussions about their effectiveness.

Nationwide, various states have been revamping their reading programs to align with research-backed strategies commonly referred to as the “science of reading,” which prioritize the skill of phonics, or the ability to sound out words accurately.

This recent lawsuit addresses methods that downplay phonics instruction, specifically targeting the traditional “three-cueing” strategy. This approach encourages students to utilize surrounding images and context to predict words by asking questions such as, “What is going to happen next?” or “What clues do the pictures provide?”

The Massachusetts families, representing students who face reading difficulties, have filed the lawsuit against influential figures, including Lucy Calkins from Columbia University’s Teachers College, alleging that the endorsed methods have harmed their children. They are seeking compensation for the families reportedly affected by these educational materials.

The three-cueing method was once a staple in many schools, forming part of the “balanced literacy” approach that emphasized students reading self-selected texts while giving less attention to phonics instruction. However, in recent years, more than 40 states have introduced legislation aimed at promoting evidence-based materials and methods, according to the Albert Shanker Institute.

The exact number of districts still utilizing the debated programs remains unclear as they are not systematically tracked. However, many educators have undergone training in three-cueing, leading to its continued use even outside the formal curriculum, as noted by Timothy Shanahan, a professor emeritus in education at the University of Illinois at Chicago.

Shanahan highlighted that there is solid research backing phonics instruction, but conclusive studies on the effectiveness of three-cueing are lacking. He noted in an email, “We don’t know whether it helps, hurts, or is just a waste of time,” while acknowledging its potential conflict with phonics teaching.

Three-cueing is integral to the Reading Recovery program, a well-established initiative implemented in over 2,400 elementary schools across America. In 2023, a lawsuit was filed by the Reading Recovery Council of North America, asserting that state lawmakers in Ohio overstepped their authority by attempting to ban the three-cueing method through a budget bill.

The current lawsuit accuses Calkins and other leading figures in childhood literacy of misleading educational institutions into adopting ineffective teaching strategies. According to the parents, their children have encountered significant reading challenges after attending public schools in Massachusetts, where nearly half of the schools reportedly utilized resources deemed to be of low quality, according to a 2023 survey by the Boston Globe.

The families are requesting the court to mandate that the authors, their affiliated companies, and publishers supply a reading curriculum aligned with the science of reading at no cost.

One plaintiff, Michele Hudak from Ashland, recounted believing her son was reading at grade level until fourth grade, when he faced difficulties with assigned chapter books. The lawsuit alleges that prior testing indicated her son was reading at grade level “solely because he could successfully guess words from pictures.”

Calkins did not respond to requests for comment. She has defended her method, even while incorporating additional phonics into her reading and writing curriculum known as Units of Study.

However, last year, Teachers College announced the closure of Calkins’ Reading and Writing Project, aiming to promote diverse approaches to literacy education. In response, Calkins established the Reading and Writing Project at Mossflower to continue her initiatives.

“Educators should draw from the best available methods and tailor their instruction to meet the unique needs of each student,” Calkins said in a video featured on the new initiative’s website.

Michael Kamil, a professor emeritus of education at Stanford University, remarked that while Calkins may have undervalued phonics, it constitutes only one component of literacy instruction.

“There are countless factors that contribute to a student’s reading success, and the reading program is rarely the primary cause,” Kamil commented.