This position paper aims to clarify the International Reading Association's stance on methods for teaching beginning reading (i.e., reading methods). The paper first defines a reading method as a set of teaching and learning materials and/or activities often given a label, such as a phonics method, literature-based method, or language experience method. It then advances the position that since there is no single method or single combination of methods that can successfully teach all children to read, teachers must have a strong knowledge of multiple methods for teaching reading and a strong knowledge of the children in their care so they can create the appropriate balance of methods needed for the children they teach. The paper then poses and answers six relevant questions about supporting research; controversy; methods available for teaching beginning reading; and implications of this position at the federal, state, district, and school levels. Contains 12 references. (NKA)