Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading

Abstract

Abstract The recent dissemination of selective research findings related to reading privileges a narrow body of reading scholarship and a singular, unproven solution—teaching phonics. We offer a research‐based correction by presenting two compelling bodies of research to argue that reading instruction must be responsive to individual children. While this confluence of complexity does not deny the importance of phonics, it highlights the significant findings related to: (1) the brain and reading, and (2) the systematic observation of young readers. We argue that reductive and singular models of reading fail to honor the cultures, experiences, and diversity of children. This confluence of research findings reveals an unequivocal need for caution as states, universities, schools, and teachers adopt assumedly universal and narrow approaches to teaching reading.