What is a common teacher misconception about reading instruction?

The notion that reading skills develop naturally without explicit instruction is a common misconception among teachers. This belief suggests that students will acquire reading proficiency on their own through exposure to print and language in their environment. However, research in literacy education shows that explicit instruction in phonemic awareness, phonics, vocabulary, fluency, and comprehension strategies is essential for effective reading development.

Teachers need to recognize that not all children will automatically learn to read just by being in a print-rich environment. Structured literacy approaches, which provide systematic and explicit instruction, have been shown to yield better outcomes, especially for struggling readers. Therefore, understanding that reading does not simply emerge without guided teaching is critical for educators to effectively support their students’ literacy development.