Teaching reading is a job for an expert. Contrary to the popular theory that learning to read is natural and easy, learning to read is a complex linguistic achievement.
For many children, it requires effort and incremental skill development. Moreover, teaching reading requires considerable knowledge and skill, acquired over several years through focused study and supervised practice.
The difficulty of teaching reading has been underestimated. Consider what the classroom demands of the teacher:
- Children’s interest in reading must be stimulated through regular exposure to interesting books and through discussions in which students respond to many kinds of texts.
- For best results, the teacher must instruct most students directly, systematically, and explicitly to decipher words in print, all the while keeping in mind the ultimate purpose of reading, which is to learn, enjoy, and understand.
- To accommodate children’s variability, the teacher must assess children and tailor lessons to individuals. She must interpret errors, give corrective feedback, select examples to illustrate concepts, explain new ideas in several ways, and connect linguistic symbols with “real” reading and writing.
No one can develop such expertise by taking one or two college courses, or attending a few one-shot inservice workshops.
Although reading is the cornerstone of academic success, a single course in reading methods is often all that is offered most prospective teachers. Even if well taught, a single course is only the beginning. Without deeper knowledge, the specific techniques of lesson delivery cannot be acquired, let alone knowledge of language, reading psychology, children’s literature, or the management of a reading program based on assessment.
The demands of competent reading instruction, and the training experiences necessary to learn it, have been seriously underestimated by universities and by those who have approved licensing programs. The consequences for teachers and students alike have been disastrous.