20 Science of Reading Myths: Debunked eBook

The Science of Reading isn’t a new idea. However, it has recently gained significant traction in the media as more and more districts and schools across the country have adopted educational policies that mandate reading instruction informed by the Science of Reading. Due to its popularity, there is a lot of information about it.

Unfortunately, there is also a lot of misinformation about it.

This free eBook explores 20 common misconceptions about the Science of Reading in the critical areas of instruction – phonological awareness, phonics, fluency, vocabulary, and comprehension. For each one, we debunk the myth and shed light on some of the latest research.

Fill out the form on this page to get your free copy of this eBook, or keep reading for a summary of what's inside.

Phonological Awareness Myths

The Science of Reading tells us that phonological awareness is a crucial foundational reading skill that supports students in becoming successful readers. The good news is that there's an increased focus on phonological awareness in today's schools. The bad news is that increased awareness often comes with increased misconceptions.

Here are four common phonological awareness myths:

• MYTH: Phonological awareness and phonemic awareness are interchangeable
• MYTH: Phonemic awareness should be “in the dark”
• MYTH: Phonemic awareness mastery precedes phonics
• MYTH: All phonological awareness skills are equally important

Fill out the form on this page to get the truth about these four phonological awareness myths.

Phonics Myths

Research provides extensive evidence that systematic and explicit phonics instruction is a critical piece of a strong literacy block, and phonics instruction is most effective when educators have an accurate understanding of it.

Phonics misconceptions, such as the perception that phonics instruction is the be-all and end-all component of literacy development, can hinder effective reading instruction and ultimately impact how students learn — or don’t learn — to read proficiently.

Here are four common phonics myths:

• MYTH: Phonics is ALL of the Science of Reading
• MYTH: Phonics will solve all reading achievement issues
• MYTH: English is too irregular for phonics to be effective
• MYTH: Phonics is boring

Fill out the form on this page to get the truth about these four phonics myths.

Fluency Myths

Reading fluency is the ability to read text with reasonable accuracy, appropriate rate, and suitable expression. When readers are fluent, they can concentrate on understanding the meaning of the text instead of using so much cognitive effort to decode individual words. In this way, fluent reading can contribute to reading comprehension and often reading motivation, both critical pieces of student reading success.

Despite being backed by robust reading research, however, misconceptions about reading fluency still exist. These misconceptions can hinder both effective fluency instruction in the classroom and fluency development in emergent readers.

Here are four common fluency myths:

• MYTH: Reading fluency is only based on rate
• MYTH: Independent reading improves fluency for all students
• MYTH: Repeated reading is too boring to be effective
• MYTH: Fluent reading guarantees reading comprehension

Fill out the form on this page to get the truth about these four fluency myths.

Vocabulary Myths

The Science of Reading emphasizes that vocabulary is a key component of literacy instruction and should be integrated with other critical elements of reading, such as phonics, fluency, reading comprehension, and writing.

However effective vocabulary instruction is not just about expanding the number of words students have been exposed to. Vocabulary instruction is intended to equip students with the tools and knowledge they need to understand and engage with complex text.

Here are four common vocabulary myths:

• MYTH: Reading the words = knowing the words
• MYTH: All vocabulary words are the same
• MYTH: Word meaning can always be inferred from context
• MYTH: Vocabulary instruction always improves reading comprehension

Fill out the form on this page to get the truth about these four vocabulary myths.

Reading Comprehension Myths

Reading comprehension is the ultimate goal of learning to read. Students are taught and develop reading skills so they can understand the texts they read and apply what they’ve learned in those texts to their lives. Yet misconceptions about how students comprehend texts, as well as how to teach reading comprehension in literacy instruction, can impede effective teaching practices.

By addressing these misunderstandings, we aim to empower educators with the knowledge needed to improve reading comprehension instruction in their classrooms.

Here are four common reading comprehension myths:

• MYTH: Comprehension skills are the same as comprehension strategies
• MYTH: Reading comprehension is the same as the other four pillars of reading
• MYTH: Readers have one level of comprehension across all types of texts
• MYTH: Reading comprehension is the result of one instructional approach

Fill out the form on this page to get the truth about these four reading comprehension myths.

Want to learn the truth behind these 20 Science of Reading Myths?

Be sure to complete the form at the top of this page to get your free copy of the 20 Science of Reading Myths: Debunked eBook!

You can find even more information and activities, such as 50 Fun Phonics Activities and the Science of Reading Simplified eBook, on our Science of Reading page.