In this article, the author examines briefly several broad themes in reading reform to see what these can tell about policy makers' respect--or lack of respect--for teachers of reading. He talks about the current discourse of "scientifically-based" research which is about teachers, teachers who are blamed for reading failures. He discusses teacher bashing and believes that it has become a pastime which has reached new heights in the past decade as the selling of the "standards and accountability" model of educational reform and that it has relied heavily on undermining the credibility of teachers and teacher educators.