Why Kindle Can Read and Many Kids Can't: Toxic Reading Instruction

Abstract:     
A child's failure to acquire expertise in reading is commonly attributed to deficits in the child or in the child's family. The paper takes an alternative perspective. A child who can speak in complete sentences and participate in everyday conversation has adequate prerequisites to be taught how to read. Failure to teach such children lies in the characteristics of the instruction provided. The paper explains how toxic instruction evolved, how it can be identified, and how it can be eliminated.

Keywords: Reading instruction, phonics, whole language, reading interventions, dyslexia, science of reading

Working Paper Series