Considers how public opinion and entire theories of teaching reading are based in the false Just So story--Just Sound Out, and you can read. Explains why sounding out is a handicap. Suggests a better alternative, teaching by recognizing words. (SG)

Argues that systematic phonics is destined to fail as a method of reading instruction, and will make learning to read more difficult for many children. Argues it totally misunderstands or ignores how children actually learn to read; the time to learn phonics, if at all, is during reading; and phonemic awareness is spurious. Looks at ideological…

Looks at how "scientifically based" literacy research promoting the direct, explicit, and systematic use of phonics and related word skills in beginning reading instruction is having a massive effect on policy and practice. Examines what this research claims to have found and what it actually shows. Discusses how it harms research,…

Describes the formation of the new "California Reading Initiative" that directly ties school funding to practices such as teaching phonemic awareness and systematic, explicit phonics. Assesses its research base, and discusses problems in teaching Limited-English-Proficient students to read following its directives. Presents research that supports…