虽然有很多支持真实书籍的优势，但真正的书籍方法被批评认为教师完全取消了结构化阅读计划和语音课程的使用(Thomas, 1998)。另一种对真实书籍的批评是，这种教学方法认为，所有不属于结构化计划的书籍都是好书(Graham and Kelly, 2008)。然而，艾伦(1985)提出了许多批评，他说“享受带来的成就要比结构、顺序和舞台材料更有力”(托马斯，1998:181)。通过真实的书籍阅读的教学可以说是困难的，因此是一个缺点;缺乏结构;教师需要的组织和意识;以及对忙碌的教师的实用性。给孩子们真正的书，而不需要教授他们所需的技能，这一问题可以说是毫无意义的(Harrison和Coles, 1992)。然而，教师对阅读的发展有很大的了解，了解孩子的学习方式(尤其是课堂上的孩子的需要)，组织得很好，对儿童读物的熟悉程度也很低。
澳洲人力资源代写论文:书籍的优势
Although there are many advantages which support real books, the real books approach was criticised for the thought that teachers were completely removing the use of structured reading schemes and phonic lessons (Thomas, 1998). Another criticism made about real books was the thought that this approach of teaching suggested that all books that were not part of a structured scheme were said to be good books (Graham and Kelly, 2008). However, many of the criticisms were then argued against by Allen (1985), who stated that “enjoyment brings achievement more powerfully than structure, sequence [and] staged materials” (cited in Thomas, 1998:181). The teaching of reading through real books can be said to be difficult, thus being a disadvantage due to; the lack of structure; the organisation and awareness needed from the teacher; and the practicality for busy teachers. The issue of giving children real books to read without the skills needed to teach them can be said to be pointless (Harrison and Coles, 1992). However, teachers who have a great understanding of the development of reading, know how children learn (particularly the needs of children in their classes), are well organised, and are familiar with children’s books are said to have little problems with the teaching of reading through real books