ERIC Number: ED467299
Record Type: Non-Journal
Publication Date: 2002
Ten Myths of Reading Instruction.
This paper examines the most damaging myths and misconceptions about reading instruction. The paper begins with what it considers the "most pernicious myth currently influencing reading instruction"--Learning to read is a natural process. Following this "Myth #1" are these myths: (2) Children will eventually learn to read if given enough time; (3) Reading programs are "successful"; (4) We used to do a better job of teaching children to read; (5) Skilled reading involves using syntactic and semantic cues to "guess" words, and good readers make many "mistakes" as they read authentic text; (6) Research can be used to support whatever your beliefs are--lots of programs are "research based"; (7) Phoneme awareness is a consequence (not a cause) of reading acquisition; (8) Some people are just genetically "dyslexic"; (9) Short-term tutoring for struggling readers can get them caught up with their peers, and the gains will be sustained; and (10) If it is in the curriculum, then the children will learn it, and a balanced reading curriculum is ideal. What impacts student performance is a recurring theme throughout this paper--the quality, strength, knowledge, and sophistication of the teacher is what really matters for helping children to become proficient readers. Lists 7 selections for further reading. (NKA)
Descriptors: Literacy, Primary Education, Reading Instruction, Reading Programs, Research and Development, Student Needs, Teacher Role
Southwest Educational Development Laboratory, 211 E. 7th St., Austin, TX 78701-3281. Tel: 800-476-6861 (Toll Free); Web site: http://www.sedl.org. For full text: http://www.sedl.org/reading/topics/myths.pdf.
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Southwest Educational Development Lab., Austin, TX.
Grant or Contract Numbers: N/A