How We Teach Kids to Read | A Systematic and Joyful Approach

How We Teach Kids to Read: A Systematic and Joyful Approach

Learning to read is one of the most important skills a child will ever develop. It affects confidence, academic success, and a student’s relationship with learning for years to come. Because of that, how reading is taught truly matters.

Over the years, I’ve taught in different school settings and worked with a variety of reading curricula. I’ve seen programs that rely heavily on discovery and others that take a more direct approach. The consistent pattern I’ve noticed is that the approaches that work best are systematic and explicit.

Why Explicit and Systematic Instruction Works

Students learn to read most effectively when skills are taught clearly, in a logical sequence, and with direct instruction. This means teachers do not assume students will figure things out on their own. Instead, they explain concepts clearly, model them, and provide structured practice.

Across my career, the trainers, professors, reading specialists, and instructional coaches who truly understand reading development all agree on this point. Strong reading instruction is intentional. It builds skills step by step and leaves as little to chance as possible.

This approach is especially important for students who struggle with reading, but it benefits all learners. When expectations are clear and instruction is consistent, students gain confidence and momentum.

A Personal Perspective

Working in different schools and states allowed me to see many approaches to reading instruction. While the materials varied, the most effective classrooms shared the same foundation. Teachers taught reading skills directly, followed a clear sequence, and adjusted instruction based on student needs.

My understanding of reading instruction deepened even more through my Science of Reading certification at Arizona State University. Much of the coursework focused on how the brain learns to read, including how to support students with dyslexia. One theme kept resurfacing: breaking reading down to the basics and teaching it in a very explicit and systematic way makes a meaningful difference.

At the same time, I’ve learned that structure alone is not enough.

Building a Love of Reading Matters Too

While students need clear instruction to learn how to read, they also need a reason to want to read. One of the most important goals of any reading program should be inspiring a genuine love of reading.

I’m a big fan of the work of Dr. Stephen Krashen, who has long emphasized the importance of students reading what interests them. During my graduate studies at University of Southern California, his work reinforced something I had already seen in classrooms. When students are allowed to read books they enjoy, motivation increases and confidence grows.

That means comic books count. Graphic novels count. Simple books count. When children enjoy what they are reading, they practice more, and practice is what strengthens reading skills.

Structure First, Creativity Later

In our classrooms, we take reading instruction seriously. Skills are taught explicitly and systematically so students build a strong foundation. Once those foundations are solid, students can move into more creative and exploratory reading activities with confidence.

Fun absolutely has a place in learning, but strong reading skills come from clear instruction first. When students know how to read well, reading becomes fun on its own.

At Provo Mountain Academy, our goal is to help students become capable readers and enthusiastic readers. By combining structured instruction with choice and joy, we help children build skills that last and a love of reading that grows.

Written by Scott Long, M.Ed., Co-Founder of Provo Mountain Academy