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Ten Myths of Reading Instruction [microform] / Sebastian Wren
Bib ID 5694244
Format BookBook, MicroformMicroform, OnlineOnline
Author
Wren, Sebastian
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 2002 
15 p. 
Summary

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)

Notes

Availability: 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.

Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Literacy.  |  Primary Education.  |  Reading Instruction.  |  Reading Programs.  |  Research and Development.  |  Student Needs.  |  Teacher Role.  |  Balanced Reading Instruction
Form/genre Opinion Papers.
Other authors/contributors Southwest Educational Development Lab., Austin, TX
Available From ERIC 

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Members of Aboriginal, Torres Strait Islander and Maori communities are advised that this catalogue contains names and images of deceased people. All users of the catalogue should also be aware that certain words, terms or descriptions may be culturally sensitive and may be considered inappropriate today, but may have reflected the author's/creator's attitude or that of the period in which they were written.