In many classrooms, reading and language activities may appear productive on the surface, but in reality, they often fail to significantly improve students’ reading abilities. This happens because some long-standing strategies are not supported by strong research or do not align with how students learn most effectively. The following four literacy practices are common examples of strategies that need to be reconsidered, along with alternative approaches that are more effective for classroom implementation.

1. Memorizing Vocabulary Through Lists

One of the most commonly used methods for teaching vocabulary is giving students a list of words, asking them to look up the definitions in a dictionary, then write the definitions and create one sentence using each word. While this may seem like a clear learning activity, in practice, it does little to build deep understanding of vocabulary.

Research has long shown that this approach is ineffective because it is mechanical and lacks deep processing. Students simply copy definitions and write sentences without truly understanding how the words are used in real contexts.

A more effective approach is to actively involve students in discussing and connecting new words with words they already know. One recommended technique is the use of semantic maps—visual tools that link words and phrases to help students see relationships between meanings. This technique draws on students’ existing knowledge and encourages them to build new connections, rather than just memorizing.

2. Rewarding Students for Reading

Providing rewards such as stickers, bracelets, or other incentives to encourage reading is a very common practice. However, if these rewards are not directly related to the reading activity, they may actually decrease students’ intrinsic motivation to read.

Studies show that when reading is positioned as a means to obtain external rewards, students tend to see it as a task rather than an enjoyable activity. Their focus shifts to the reward rather than the reading experience itself.

Instead, giving students opportunities to read together or offering a cozy, designated reading space has proven more effective in fostering long-term reading motivation. Additionally, offering book rewards or recognition for achieving reading goals can be a more meaningful and relevant strategy. This approach connects the reward directly with the reading experience, preserving the intrinsic value of reading.

3. Weekly Spelling Tests

Weekly spelling tests—introduced on Monday and tested on Friday—are a traditional component of many curricula. However, this approach is not very effective in helping students deeply understand and master word usage. Studies show that while students may perform well on the test, they often make the same spelling mistakes in their writing the following week.

The main issue is that this approach is superficial. Students memorize spelling for short-term test performance rather than truly understanding how the word is used in context.

As an alternative, focus should be placed on analyzing and using words contextually, for example through writing activities, shared reading, or small group discussions on word usage. This approach promotes deeper cognitive engagement and enables students to apply their knowledge in real contexts, rather than simply remembering spelling for a brief time.

4. Unsupported Independent Reading

Sustained Silent Reading (SSR)—in which students independently read self-selected books during a set time—is a longstanding component of many literacy programs. While the intention is to build reading habits, this method is less effective if not supported by proper structure.

Research shows that SSR does not lead to significant improvement if it is done without guidance or teacher involvement. Less motivated students or those struggling with comprehension may end up “passing time” without actively engaging with the text.

Therefore, SSR should be part of a comprehensive literacy approach, such as teacher read-alouds, partner reading, or structured discussions about texts. This way, students still have time for independent reading, but also receive the support and guidance they need to build strong reading strategies.

 

Every teacher wants the best for their students, and many of the strategies used today have been traditional parts of education for years. However, it is essential for educators to reevaluate the effectiveness of every literacy activity they implement. Is the strategy backed by strong research? Does it truly help students understand, apply, and develop their reading skills in an effective and enjoyable way?

If the answer is no, then it may be time to consider newer, more effective methods. Making wise and data-driven use of instructional time is a critical step toward ensuring that every minute in the classroom has the greatest possible impact on students’ literacy development.