It is hard to know the difference between the myths and facts surrounding reading in schools these days. However, due to in-depth scientific studies, the formation of the National Reading Panel and brain imaging we now have a clear picture of how reading should be taught. Below are some of the most common myths about reading and then some updated facts.

For more information regarding updated facts on reading, please visit
The National Right to Read Foundation

MYTHS

1. Learning to read is a natural process. It is completely the opposite; learning how to read is very unnatural. Most children must be taught to read through a structured and protracted process in which they become aware of sounds and the symbols that represent them, and learn to apply these skills automatically to attend to meaning.

2. Teachers know exactly how to teach reading. Many wonderful teachers have had incomplete training in teaching reading. New studies from the National Institute of Child Health and Human Development as well as, studies by Louisa Moats and Ann Cummings (reading researchers) reveal most teachers have not received proper training in reading from their preparation practice.
"Many teachers have not had the opportunity to develop basic knowledge about the structure of the English language, reading development and the nature of reading difficulties." -- G. Reid Lyon, Ph.D. Chief development and behavior branch NICHD

3. Guessing a word by using sentence context is a good way to help a child read a word. MYTH! MYTH! MYTH! Dr. Patrick Groff, professor of Education Emeritus San Diego State University, has called this method, "a relatively immature and crude means of word recognition, utilized extensively only by beginning readers." Reading is decoding written words and is not a guessing game.

4. My child should learn a long list of sight words in order to be able to read. There are few words that are not decodable and frequent enough for memorizing to come into play; however, they are only a handful and not an entire list. Let it be known that MEMORIZING IS NOT READING. According to science, children need individual letter cues in order to recognize words.

5. Looking at the picture cues will help my child learn how to read. Illustrations are well thought out and in most books both compelling and beautiful. However, if pictures were meant to tell the story, then why would we have authors? It is much more helpful to give students the building blocks they need in order to decode words instead of making them look at the picture to figure it out. Tell them the letter combination oe is the sound 'oe' as in toe. That way they can read toe when the picture is not there to accompany it.

FACTS

Here is what reading science actually tells us about effective literacy instruction (Whole-Language Lives On: Illusion of "Balanced Reading" Instruction 2000, The Thomas B. Fordham Foundation)

1. All children need explicit, systematic instruction in phonics and exposure to rich literature, both fiction and nonfiction.

2. Although children need instruction in phonics in early reading development, even then, attention to meaning comprehension strategies, language development and writing are essential.

3. At all times, developing children's interest and pleasure in reading must be as much a focus as developing their reading skills.