The Importance of Explicit Instruction in Learning to Read: Beyond Immersion in Literature

 

The notion that immersing children in beautiful literature is what teaches them to read is a commonly held belief among many parents and educators. While there is no denying the importance of exposing children to literature, this statement oversimplifies the complex process of learning to read. Reading is a biologically secondary skill that must be explicitly taught, not just “picked up” through immersion in daily experiences.

While immersion in literature can help build an understanding of the purpose of reading and can spark a child's imagination, it does not directly teach them to read. Learning to read involves understanding the phonetic structure of language, decoding written words, and comprehending meaning. These are skills that must be taught through direct instruction, not just through exposure to literature.

Sending children to school is not just about exposing them to daily experiences. It is about providing them with a structured and comprehensive education that includes explicit instruction in reading, writing, and other foundational skills. While daily experiences can create opportunities for children to experience environmental print, develop print concepts, and see a purpose in reading, these experiences are not the same as being taught to read.

It is important to recognize the value of children's literature for its entertainment, engagement, and ability to transport readers to other times and places. Children's authors write books with the intention of entertaining and enthralling young readers, not as instructional texts. Attempting to repurpose literature as instructional texts is an ill-informed folly that ignores the unique value and purpose of literature.

While immersing children in beautiful literature is an important aspect of a child's education, it is not the same as being taught to read. Learning to read is a biologically secondary skill that must be explicitly taught through direct instruction. We must stop conflating immersion in literature with the process of learning to read and recognize the unique value and purpose of literature in a child's education.