Ten Myths of Reading Instruction

Here’s a great article about Reading Instruction that caught my eye as I was researching balanced literacy.  Any time I read something like this, I have to consider the source (critical literacy, and all…).  This is published by SEDL.  From their “About” page:

SEDL is a private, nonprofit education research, development, and dissemination (RD&D) corporation based in Austin, Texas. Improving teaching and learning has been at the heart of SEDL’s work for more than 40 years. Our projects have changed over time, but our commitment to student success has not.

SEDL is committed to bridging the gap between research and practice.

The myths in the article are listed below.  Numbers 5, 6, 9 and 10 were the ones that really got me thinking.

Myth 1: Learning to read is a natural process.

Myth 2: Children will eventually learn to read if given enough time.

Myth 3: Reading programs are “successful.”

Myth 4: We used to do a better job of teaching children to read.

Myth 5: Skilled reading involves using syntactic and semantic cues to guess words, and good readers make many “mistakes” as they read authentic text.

Myth 6: Research can be used to support your beliefs, whatever they are.

Myth 7: Phoneme awareness is a consequence — not a cause — of reading acquisition.

Myth 8: Some people are just genetically “dyslexic.”

Myth 9: Short-term tutoring for struggling readers can help them catch up with their peers, and the gains made will be sustained.

Myth 10: If it is in the curriculum, then the children will learn it, and a balanced reading curriculum is ideal.

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