What Many Reading Programs Get Wrong

When a child struggles with reading, it’s natural for parents to assume they need more time, more practice, or just to try out a different program. What often gets overlooked is how that instruction is delivered. Or sometimes parents will switch to a different program that effectively follows the exact same philosophy as the one that failed. Many reading programs are built around convenience or broad curriculum goals rather than the way struggling readers actually learn, and they fail to prioritize student behavior and motivation. 

One of the most common misconceptions is that longer lessons lead to better results. Research and classroom experience both show that shorter, more frequent instruction is often far more effective. About fifteen minutes of focused reading with instruction each day gives children repeated exposure to skills while they’re still fresh, helping them retain what they learn and build momentum. In contrast, a longer session once a week can feel overwhelming or boring and leave too much time for skills to fade between lessons.

Another issue is the reading material itself. Many programs rely on stories that feel disconnected from a child’s interests or everyday experiences. When children don’t care about what they’re reading, motivation drops quickly. Reading becomes something to get through rather than something to engage with. Materials that spark curiosity or feel relevant tend to hold attention longer and encourage children to practice willingly.

Some programs also place a heavy emphasis on phonics rules in isolation. While phonics is an essential part of learning to read, focusing on rules alone can become repetitive and dull, especially for struggling readers. Knowing the rules doesn’t automatically translate into fluent reading or strong comprehension. Children need ample and frequent opportunities to apply those skills in an appropriate story, receive feedback when they make mistakes, and practice reading smoothly and meaningfully.

For many children who find reading difficult, individualized instruction plays a key role. A one-size-fits-all approach or an app-based program can’t always respond to a child’s specific errors, pacing needs, or emotional reactions. Guidance and encouragement from an attentive adult can be especially powerful, helping children stay engaged and feel supported rather than discouraged. Positive reinforcement and real-time feedback often make the difference between a child avoiding reading and beginning to gain confidence as they see their progress.

Understanding these common pitfalls can help parents make more informed decisions about reading support. Effective reading instruction is usually consistent rather than lengthy, engaging rather than generic, and responsive to the individual child. Yes, it is important to use a program that teaches phonics and is based in the science of reading, but if it's not designed with the science of effective instruction in mind, and your child continues to resist reading after a sincere attempt to implement the intervention, then search for something new that takes a different approach.