So long as teachers fail to distinguish between teaching and learning, they will continue to undertake to do for children that which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that “reading cannot be taught directly and schools should stop trying to do the impossible.”
只要老师们不能区分教学和学习，他们就会继续为孩子们做只有孩子才能为自己做的事情。教孩子读书并不是把阅读传给他们，当然不是无休止地花在阅读活动上。道格拉斯坚持认为：“阅读不能直接教授，学校应该停止尝试做不可能的事情。”
Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also public activity: It can be seen and observed.
教学和学习是两个完全不同的过程。它们的种类和功能各不相同。教学的作用是创造条件和氛围，使儿童能够设计出最有效的自学系统。教学也是一种公共活动：它可以被看到和观察。
Learning to read involves all that each individual does to make sense of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny.
学习阅读涉及到每个人为理解印刷语言世界所做的一切。几乎所有这些都是私人的，因为学习是一种精神活动，这个过程不受公众监督。
If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the quest for knowledge? Smith has one principal rule for all teaching instructions. “Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children.”
如果教师和学习者的角色不能互换，那么可以通过教学来帮助孩子进行知识探索？史密斯对所有教学指令都有一条主要规则：“让学习阅读变得容易，这意味着让孩子们的阅读成为一种有意义、愉快和频繁的体验。”
When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of leaning to read by reading.
当教师和学习者的角色被视为真实的角色，当教师和学生都适当地履行这些角色时，双方的压力和失败感就会消除。当老师创造一个环境，让孩子们有机会通过阅读来解决学习阅读的问题时，学习阅读会变得更容易。
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