Numerous reviews of the experimental research conclude that phonics is indispensable in word recognition instruction. However, there have been numerous objections to phonics teaching over the years. Some of the intolerance of phonics teaching reflects a lack of knowledge about the subject. Critics suggest that phonics hinders children's learning to read. It is also feared by opponents that those promoting phonics instruction are part of a radical, right-wing plot to subvert public education for political reasons. Myths have arisen around phonics: that English spelling is too unpredictable for word recognition teaching to be effective, and that it is better to learn to recognize words by sight and from their context. To be effective, phonics instruction should be direct, systematic, and intensive. Programs should begin early and should generally be carried out with small groups of pupils. Instruction should be explicit, and should aim to teach children to produce the approximate pronunciations of words. To be most productive, a phonics program requires a credible system for syllabicating words and a recognition of the difficulty of reading multisyllabic words. Linguistically diverse children need a phonics program that keeps their linguistic backgrounds in mind. (Seventeen references are attached.) (SG)