Just Teaching Students to Read Is Not Enough

Whether ending the school year or starting a new one, an important question should come to mind:  is the goal to teach students to read, or is it to teach them to be readers?  These are very different questions, but I would hope that the answer is both.  Because stopping at teaching students to read is just not enough.

Right now, we’re in an interesting time.  On one hand, all the focused attention on reading instruction is deepening our collective understanding of the skills students need in order to become successful readers. 

On the other hand, we’re seeing more and more alarm bells that some teachers are spending too much time on only certain skills (namely phonics), to the exclusion of other skills.  Dr. Mark Seidenberg is the most notable researcher sounding this alarm (Education Next, 26(2), 7 April 2026) , and social media influencers are also beginning to echo this sentiment.

It’s a real worry. 

With real consequences.

Recently, Ed Week (May 11, 2026) reported on a study conducted by the  SERP Institute (Strategic Education Research Partnership).  The study revealed that “[m]ore time spent on phonics was associated with lower DIBELS scores, whereas more time spent on comprehension was linked with higher scores on the standardized tests designed to evaluate literacy skills in K-8 students.”  

Teaching students to read is necessary. Teaching students to become readers is the goal.

When we whittle instruction down to mainly only foundational skills, we risk undermining the motivation, engagement, and strategic thinking that readers also need.

Because comprehension is always the end goal, it’s wise to heed the words of Margaret Troyer, the director of literacy research and development at SERP from the Ed Week article: 

“I do think the messaging around the science of reading has been interpreted on the ground sometimes as: Do phonics, only do phonics. Don’t worry about anything else.  And if the goal is to build lifelong readers, we have to show them that there’s something they can get out of reading a book other than just finding what sounds the letters make.”

Margaret Troyer, SERP Director of Literacy Research and Development

She’s not saying foundational skills aren’t crucial.  Not at all.  But she is saying to be mindful that this isn’t where it stops.  Building foundational skills is key so that students can get the most from texts.  And maybe even go beyond that, to also genuinely enjoy reading.  It’s about teaching reading and building readers.  Food for thought.  

There are some canaries in the coal mine that suggest we ought to pay attention.

Reading achievement remains stubbornly low across much of the country, even dipping lower than a decade ago, despite increased attention to literacy instruction (ABC news). While there are undoubtedly many possible contributing factors that could explain the decline, it’s worth asking whether some important components of reading development are getting less attention than they deserve. 

Is it possible over-focusing on phonics is impacting kids’ motivation to read? It’s very possible.

Motivation does matter.  It’s even included in the Active View of Reading, a comprehensive view of the many facets that weave together to support successful reading development. 

But motivation isn’t the only piece that can get lost when instruction becomes too narrow.

Strategic reading behaviors, which also matter a lot, also get diminished.

Dr. Peter Afflerbach, author of Teaching Readers [Not Reading], makes the argument that metacognitive skills, such as monitoring comprehension and selecting appropriate strategies, are often overlooked despite their importance to successful reading. 

Why? 

Because, as he tells us, metacognitive skills, such as self-monitoring and then choosing a strategy to get back on track, “are rarely identified as key learning outcomes in standards and curricula.” 

There’s even research to back the importance of motivation as well.  University of Maryland professors Barber and Klauda reported that “Reading motivation and engagement have been found to contribute to reading achievement across grade levels.” Unfortunately, “many students hardly experience them.”  (Policy Insights from the Behavioral and Brain Sciences 2020, Vol. 7(1) 27–34).  

Yet, these skills are often difficult or even impossible to find in standards documents and are often entirely absent from reading program lessons.

But oh, how they do matter. 

Barber and Klauda explain that “when students set reading goals, value reading, and believe in themselves as readers, they more willingly and fully engage in reading activities. In turn, consistent, active reading engagement helps individuals build the varied cognitive processes requisite to deep reading comprehension.”

Helping students build engagement and motivation for reading takes equal effort on our part because it’s equally important for students. The challenge isn’t choosing between foundational skills and engagement. It’s recognizing that both deserve our attention.

The question isn’t whether we should teach students to read or teach them to be readers.

Because we need both. One or the other is just not enough.

We need students who can decode accurately, recognize words automatically, monitor their understanding, think strategically, and find meaning and enjoyment in what they read.

Teaching students to read is essential.

Teaching them to become readers is the point.

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Who is Coach from the Couch?  I’m Michelle Ruhe, a 25+ year veteran educator, currently a K-5 literacy coach.  I continue to learn alongside teachers in classrooms each and every day, and it’s my mission to support as many teachers as I can.  Because no one can do this work alone. I’m available to you, too, through virtual coaching calls! 

Or, consider joining my Facebook community–a safe, supportive environment (really!)  where you can ask questions, learn ideas, and share your thoughts among other literacy-loving educators!