We Need Better Reading Instruction

Academic failure has been identified as a major cause of adolescent aggression and violence (Vaughn et al., 2014).  Oral reading, weak word decoding skills, and low comprehension in reading have been labeled as strong predictors of violent and destructive behavior, hyperactivity, and anti-social actions (Toppelberg et al., 2006).  Preventing academic failure is one of the principal tools used for reducing violent and aggressive behavior (Coll & Marks, 2012).  If reading failure can be reversed before it becomes a major source of stress, students will have a better opportunity to succeed.  Prevention programs that reduce reading failure, especially early elementary programs, help to reduce the risk of academic failure, violence, and mental health disorders (Curby et al., 2011). 

Environmental stress is one of the major contributors to mental illness.  Reading failure is definitely a stressful event (Maughan et al., 2003).  Reading failure is particularly damaging to a young child’s early development and perception of control (Herman et al., 2008).  Academic failure, particularly reading failure, can lead to early symptoms of depression and anxiety (Herman et al., 2008). 

What can we do to stop reading failure?  Why can’t we teach children to read?  But wait, we can.  Neuroimaging research clearly shows that at-risk students, who have previously failed in reading, can be taught to read (Keller & Just, 2009).  It’s not the students.  It’s not the teachers.  The problem and the reason that we are failing to teach children to read is the method that we are using to teach reading (Foorman et al., 2003; Lyon, 2002; Rayner et al., 2001).