Myth #1: Everyone learns to read differently

Research shows that there is one main way to become a good reader, and effective teaching follows the same basic principles for all kids. However, some children will need more of this instruction: teaching that is focused on specific skills delivered in a smaller group, or for a longer period of time.

Myth #2: Learning to read is a natural process

While most children learn to walk and talk without being taught, reading and writing do not develop naturally in this way. There’s no single “reading area” in the brain; instead, learning to read involves adapting different brain areas originally used for other functions. It requires direct teaching and a lot of practice to reach proficiency.

Myth #3: If a child is having trouble reading, they will figure it out with time

Research shows that struggling readers are almost certain to continue struggling as they age unless effective interventions are implemented. Delaying intervention often widens the skill gap, making reading issues worse.

Myth #4: Skilled readers use cues like meaning to read words

In the past, many teaching methods encouraged children to use cues to read words, such as guessing based on context, looking at pictures, or thinking about what might sound right. This is also known as three-cueing. Research shows that these strategies are not effective. Skilled readers sound out words, and with enough practice, this process becomes automatic, allowing them to recognize words by sight effortlessly. As children encounter more challenging texts with fewer pictures and more complex vocabulary, relying on three-cueing becomes less effective. They may struggle to guess unfamiliar words or understand the meaning of the text. Without strong decoding skills, they can get stuck and find reading frustrating.

Myth #5: Reading to your child can prevent reading difficulties

Reading aloud can support vocabulary and comprehension and can encourage a love of reading, but it does not address the foundational decoding skills that many struggling readers need to improve. Targeted intervention focused on skill gaps is necessary to improve reading difficulties, though reading aloud should still be continued for its other benefits.

Myth #6: Reading instruction and intervention must be multisensory

Some popular approaches to teaching reading emphasize using visual (seeing), auditory (hearing), kinesthetic (moving) and tactile (touching) elements, such as rice or sand trays, bumpy boards or playdough. There is no research that indicates multisensory-based instruction is more effective than other types of structured literacy instruction, which includes spelling and writing practice in addition to reading.