The methods used to teach children to read when they begin formal instruction have traditionally been classified into two main groups: synthetic methods, with a phonic or syllabic basis, and global or analytical methods, in which the word is the main focus of the reading process. Later, they were joined by mixed methods which attempt to combine analytical and synthetic activity, combining global perception and phonological analysis. At the present time, these approaches have evolved towards trends which are more open to the initial assumptions, although there is a tendency towards one or other perspective, namely direct teaching or phonological awareness and constructivism.

Teachers use a wide variety of strategies to develop the initiation of learning to read, with the use of eclectic methodologies being common.