Abstract
Abstract For over a decade reading teachers have been criticized by reading researchers who came stopwatch‐in‐hand to observe their classes. Without denying the need for improvement, a review of other research suggests that some of this criticism must be considered unfair. Three aspects of reading instruction which researchers with stopwatches may miss are: (1) that students continue reading and learning outside the reading group; (2) that learning to read involves feelings; and, (3) that learning to read is more than time spent looking at words.
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