Reading Magic promotes the idea of teaching literacy from the top down rather than from the bottom up. The author believes parents and teachers should start with stories, then sentences, then words, then letters; that children who can sound out words in a book but who don’t understand them aren’t reading, but that children who tell a story using the pictures on the pages to make their own meaning are.
Although I don’t think Mem Fox is all wrong, I think she’s misguided.
I definitely believe parents should read to their children, and that amazing, wonderful, terrific things can and do happen when reading is part of the family routine. “Read to your kids” is a message that deserves to be shouted from the mountaintops, and to be listened to and enacted.
However, while it may be the case that literate, supportive families can immerse children in books to such an extent that some bookwardly inclined children learn to read effortlessly and joyfully—accidentally, even!—at age 3 or 4, that is not a helpful one-size-fits-all solution to the general problem of literacy instruction, and in particular, encouraging children to interact happily with texts until they get the hang of reading is not a practical strategy that teachers can implement in their classrooms. Teachers really are better off with “letter A makes a as in ‘apple’, letter T makes t as in ‘table’, and when you put A and T together, you get ‘at’.”
The tone of the book is self-congratulatory and anecdotal; there’s no science or statistics here, so I don’t feel there’s much reason I should believe what Mem Fox has to say, even if it sounded intuitively correct, which it doesn’t; in fact it contradicts my experience as a reading teacher.
For more on what I liked and disliked about the book and why, see below.
