Learning to read is a complex process that requires multiple areas of the brain to operate together through intricate networks of neurons. The author of this article, a neurologist and middle school teacher, takes exception to interpretations of neuroimaging research that treat reading as an isolated, independent cognitive process. She specifically critiques the research of Shaywitz and colleagues, which linked reading difficulties to a "glitch" in the circuitry of the brain and concluded that all struggling readers need direct, intensive phonics instruction. The author describes evidence from cognitive psychology, affective filter data, and neuroscience that suggests the importance of enjoyment and motivation in learning to read. She concludes that reading instruction is still as much an art as a science, and depends on teachers using their training and experience as well as research findings to meet the needs of their students.