The Pseudoscience of Reading

What the real science of reading shows is that there isn’t a single method for learning how to read that’s ideal for all children. Moreover, reading is not just about letter-sound relationships; it’s about making meaning — reading (and talking about) real books for real reasons. In an eye-opening conversation, literacy expert Catherine Compton-Lilly helps us dissect the dishonest claims of the so-called “Science of Reading” campaign and understand why an overemphasis on phonics (mechanical decoding) is not just unhelpful but actively harmful. SOR mandates amount to a kind of “educational malpractice” that ultimately diminish kids’ understanding of what they read and their enthusiasm about reading itself. Compton-Lilly describes what high-quality language-arts instruction looks like in the primary grades and beyond, as well as how thoughtful teachers assess kids’ reading proficiency (hint: not with tests!).

RESOURCES

Catherine Compton-Lilly et al., “Stories Grounded in Decades of Research: What We Truly Know about the Teaching of Reading,” The Reading Teacher 77 (2023): 392-400 – https://ila.onlinelibrary.wiley.com/doi/pdf/10.1002/trtr.2258

Catherine Compton-Lilly, “Centering Children and Working Towards Equity: Teaching All Children to Read,” Journal of Reading Recovery 24 (2025): 5-16 – https://tinyurl.com/zn9pa3yu

Robert J. Tierney and P David Pearson, Fact-Checking the Science of Reading (Literacy Research Commons, 2024) – https://is.gd/3CboHH

David Reinking et al., “Legislating Phonics: Settled Science or Political Polemics?”, Teachers College Record 125 (2023): 104-31 – https://is.gd/FChhv3

Alfie Kohn, “On Teaching Reading…” (excerpt from The Schools Our Children Deserve [Houghton Mifflin, 1999]) – https://is.gd/h32VeY

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