Busting Literacy Myths: Phonics and Reading for Pleasure

From decoding to delight: busting the myths that hold readers back.

When it comes to teaching literacy, myths and misconceptions abound. Some are well-meaning oversimplifications; others are persistent misunderstandings that shape practice in unhelpful ways. As literacy leads, part of our role is to challenge these myths and help staff see the bigger picture.

In this post, I’ll tackle some of the most common myths around phonics, early reading and reading for pleasure — and explore what the evidence really says.

Phonics & Early Reading Myths

Myth 1: “Phonics is the only thing children need to learn to read”

Systematic synthetic phonics has become the cornerstone of early reading instruction. It provides children with the essential skill of decoding words by mapping letters to sounds. But decoding alone doesn’t make a reader.

Children also need:

• Vocabulary to make sense of the words they’ve decoded.

• Background knowledge to connect new information and build understanding.

• Language comprehension skills such as inference, prediction and summarising.

Phonics opens the door, but comprehension, vocabulary and knowledge help children walk through it confidently.

Myth 2: “Once the Phonics Screening Check is passed, reading support isn’t needed”

The Phonics Screening Check is an important milestone but it’s only one piece of the puzzle. Passing the check shows a child can decode at a basic level — but that doesn’t mean they’re fluent, confident readers.

Beyond phonics, children need support with:

• Fluency: developing speed, accuracy and expression in reading.

• Stamina: sustaining focus for longer texts, especially in Key Stage 2.

• Comprehension: understanding increasingly complex sentence structures and subject-specific vocabulary.

If we stop at phonics, we risk leaving pupils without the tools to fully access the wider curriculum.

Myth 3: “Phonics kills the love of reading”

This myth stems from the idea that phonics lessons are mechanical and dull. But the two aren’t mutually exclusive. High-quality phonics teaching, when combined with a rich culture of reading for pleasure, actually strengthens children’s confidence and enjoyment.

Children who can decode successfully are more likely to feel empowered as readers. Pair that with opportunities to explore stories, non-fiction and poetry for fun — and phonics becomes a stepping stone to joy, not a barrier.

Reading for Pleasure Myths

Myth 4: “Older children don’t need story time”

Reading aloud is often seen as something that belongs only in EYFS and Key Stage 1. But research shows the benefits extend well into Key Stage 2 and beyond.

Reading aloud exposes pupils to:

• Vocabulary beyond their independent reading level.

• Complex narrative structures and literary devices.

• A shared reading experience that builds community and engagement.

Secondary teachers, too, can harness read-alouds to model fluency, introduce challenging texts and spark curiosity.

Myth 5: “Reading for pleasure is just about fiction”

When we say “reading for pleasure,” many people picture novels. But for many pupils, a love of reading might come through non-fiction, magazines, graphic novels, poetry or even audiobooks.

By broadening what “counts”, schools can help pupils find a way into reading that feels authentic and enjoyable. This is particularly powerful for reluctant readers who might not yet see themselves as “book people.”

Myth 6: “If pupils can decode, they’ll naturally become readers”

Decoding is necessary — but it’s not sufficient. Some children can decode fluently but still don’t choose to read or struggle with comprehension. Motivation, choice and reading culture are key ingredients in turning a child who can read into one who wants to read.

This means schools need to:

• Provide time and space for independent reading.

• Offer a wide range of texts that reflect pupils’ interests and identities.

• Create a culture where reading is celebrated, shared and valued by staff and students alike.

Final Thoughts

Phonics and reading for pleasure are sometimes seen as competing priorities, but in truth they are complementary. Phonics provides the tools and reading for pleasure provides the motivation and practice. Both are essential if we want to develop confident, skilled, lifelong readers.

At Empowerment Consultancy, we specialise in turning evidence into practice. We help literacy leads move from theory to action — building phonics, fluency and reading-for-pleasure strategies that improve outcomes for pupils and reduce workload for staff.