I'd like your feedback on an important question.

Somehow, US educators are getting the impression that students should only work with decodable texts (or listen to read alouds) until they have learned all letter-sound correspondences.

In fact, some believe it's risky or dangerous to allow students to work with non-decodable texts before they have "mastered" all GPCs. 

Only... no one seems to know where this impression came from.

I spent the last week asking reading researchers this question: "Have you seen anyone recommend leaving kids in decodable texts-only through second grade? Anyone, anywhere?" 

Not only do researchers believe this is not best practice, no can point to anyone in the research or literacy community pushing this approach.

Yet educators got this memo, and some state leaders seem to have this impression, too.

My question: how and why has this impression formed?

If this is just an urban legend, can we nip it in the bud?