Intended for reading teachers and teacher educators, this book provides an analysis of 12 fallacious beliefs thought to be responsible for the perpetuation of ineffective and inappropriate approaches to reading instruction. The introduction looks at the dangers of the myths that underlie reading instruction, discusses how the myths arise out of an apparently historical opposition to phonics instruction, and touches on the goals of the book. The next 12 chapters examine the myths (and research refuting them) which are as follows: (1) phonics hinders comprehension, (2) unpredictable spelling invalidates phonics, (3) reading is based on "sight words," (4) reading is best taught in sentences, (5) oral language test scores equal reading readiness, (6) word length makes no difference, (7) instruction should match students' preferred learning modalities (visual or aural orientation), (8) letter names are unimportant, (9) dictionary syllabication is needed, (10) reading tests should be replaced by oral reading miscue analysis (ORMA), (11) subvocalization is bad, and (12) oral reading is dangerous. The next chapter discusses why the myths of reading instruction prevail, citing such factors as publishers and writers of basal readers; prejudice and lack of knowledge about phonics, opposition to phonics from teachers' organizations, and the underuse of research findings. The last chapter argues that the compulsion to dispel the myths must come from forces the reading establishment opposes: a national commission on literacy, merit pay for teachers, an educational voucher system, and private sector training of teachers. A 16-page bibliography concludes the document. (HTH)