In becoming responsible consumers of educational research, we must ask four questions when claims are made that research has “proven these expensive, code-oriented, one-size-fits-all reading programs to be effective.

1. Are the results of these code-oriented reading programs persistent?  That is, do they last after the code-oriented instruction has been discontinued?

2.  Do the skills learned in these code-oriented reading programs transfer to real-life situations? 

3. Do these code-oriented programs enhance students’ ability to create meaning with print?  There’s a difference between scores on a DIBELS test and creating meaning with print.

4. Are these expensive, mind-numbering code-oriented reading programs more effective than balanced literacy instruction which includes reading and talking about good books, and writing a sharing students' authentic writing or stories?