计划也会误导老师和家长，让他们认为这个计划本身就能教会孩子阅读。除了误导教师和家长，认为一切都很重要的是通过该计划取得进展(Browne, 1998)。然而，教师和家长应该明白，孩子应该感兴趣的是阅读的吸引力，而不是持续的进步(Pearson, 1987)。计划也使教师很难;扩大儿童阅读体验;教育孩子阅读的重要性;并且教他们选择他们喜欢阅读的技能(Browne, 1998)。正如Browne(1998)所提到的关于阅读计划乏味的内容，皮尔森认为一些书中枯燥无味的内容使许多孩子无法阅读;他们对阅读不感兴趣，因此不再想学习。皮尔森还指出，书籍的乏味和无趣是由于阅读计划的作者们仅仅专注于如何帮助孩子阅读而不是故事本身(皮尔森，1987)。沃特兰和米克建议从阅读计划转向真正的书籍。
澳洲文化研究论文代写:误导教师和家长
Schemes can also mislead teachers and parents into thinking the scheme on its own will teach the child to read. As well as misleading teachers and parents into thinking that all is important is to progress through the scheme (Browne, 1998). However, teachers and parents should understand that it is the appeal of reading that children should be interested in, not the constant progression (Pearson, 1987). Schemes also make it difficult for teachers to; widen the children’s reading experiences; teach children the importance of reading; and teaching the skills needed to choose what they would like to read (Browne, 1998). As mentioned by Browne (1998) about reading schemes bland content, Pearson suggests that the bland and boring content in some books puts many children off reading; they become uninterested in reading and therefore no longer want to learn. Pearson also notes that the bland and uninteresting content of books is due to the authors of reading schemes concentrating simply on how it will help the children to read rather than the story itself (Pearson, 1987). Waterland and Meek suggested moving away from reading schemes to real books