It was surprising to know that something as important as a reading first program would be based on research that was not actually researched. This is because schools and teachers that were implementing or restructuring the order in which they handled their classes were changing their methods because of what these new reports were saying. The reports on which these findings were based said to have improved the methods for teaching, but were actually not based on facts or adequate for all children and their levels. It seems that these reports did not understand what reading consists of because they only wanted to focus on one or two methods of learning. The reports tried to greatly emphasize the importance of phonics and stressed that children needed to know what sounds were and how they were useful before they learned to do any reading. Other aspects like silent reading were not given importance because they did not feel it would do much when teaching children to read.
Although it is important for children to experience the different methods available when learning to read because not all children learn in the same manner and one method might work for one and not for another. If teachers are conducting their lessons through a set script then it is difficult to integrate other reading and writing exercises that might be just as effective if not better. If a student does not understand how to apply a method then there are not many other options available especially when the lessons are not given sufficient amount of time.