““Practicing reading strategies ad nauseam doesn’t confer any particular advantage. Data are hard to find on just how much time is spent in practice on “finding the main idea,” “determining the author’s purpose” and other such strategies in the average classroom. “But whatever the proportion of time, much of it is wasted, at least if educators think it’s improving comprehension.,” Willingham writes, this wasted time “represents a significant opportunity cost.” Why? Because building reading instruction around strategies “makes reading really boring” Willingham””
