Claudette Colvin, whose 1955 arrest for refusing to give up her seat on a segregated Montgomery bus helped spark the modern civil rights movement, has died. She was 86.
Her death was announced Tuesday by the Claudette Colvin Legacy Foundation. Ashley D. Roseboro of the organization confirmed she died in Texas.
Colvin was arrested months before Rosa Parks gained international fame before refusing to give up her seat on a segregated bus.
Something I’ve realised about 3 cueing is that it is completely unable to handle prefixes and suffixes. There are numerous words that start with the same letters because they start with the same prefix or root word, or ones that are written similarly, and the overall shape of the words can be similar because they involve the same root words and/or suffixes, or ones with similar looking letters. Take the prefixes exo (meaning outer/outside) and endo (meaning inner/absorbing)
If a textbook is telling a student which chemical reactions give out (exo) heat (thermal), and which take in (endo) heat (thermal), context can’t help unless they already know the answers. The first letter, general shape, and grammatical use, of the technical terms used in this context can’t help, because exothermic and endothermic look very similar and are used in the same place in a sentence. The only way to tell is to pay attention to the prefix, which requires paying attention to the individual letters since the spellings are similar. But if you use three cueing, endothermic and exothermic would be read as the same word. And so would the names of many different chemicals that contain the same elements, elements with similar names, or similar quantities of elements, since the names are derived from those aspects of the chemical. Good luck telling your sulfides from your sulfates, or manganese from magnesium, while using a method of reading that doesn’t care about accurate word recognition based on the letters in a word.
You can’t learn technical information by reading, using this method. How could a book ever teach a student the difference between reflection, refraction, and rarefaction if they can’t even tell that they are different words? How could a student ever answer a question in writing, involving these topics if they can’t distinguish these terms? They all show up in the context of waves too, in physics (and I think coastal geography as well) so that can’t be used to disambiguate.
This method could only work with 3-4 maybe 5 letter words where there’s a small pool of words it could be. Which is probably why it might look effective when the books read are on the level of “See Jane run.” or “This is a dog.” And even then you still get kids not reading that correctly because they still don’t have a good method for figuring out which words are actually there, and if they are words they don’t yet know. Kids also can’t proof read their own writing like this because they’ll assume whatever they wrote is what they intended, even if what they actually wrote is incoherent.
While phonics may have its idiosyncrasies, understanding prefixes, suffixes, and root words can help a learner understand why those oddities are there and when they will show up. For example, many English words that come from Greek and have a “ch” in them, have the “ch” make a “k” sound. An example of this is the word “tech”. Words that use this root word such as, “technology”, technical" or “polytechnic” have the same “ch” = “k” exemption. There’s no need to memorise all of these words as exemptions individually.
Three cueing becomes more useless than it already is when this gets involved. Readers might not even notice that prefixes, suffixes and root words exist. This completely sets them up for faliure later down the line.
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