Reflecting on the Past: A Timeline of Reading & Writing Through the Centuries
“Study the past if you would define the future.”
― Confucius
1640-1826 The Alphabet Method
Reading instruction used an oral, spelling approach to reading, called the “alphabet method.”
The Horn Book contained the alphabet,a set of syllables called a syllabary, the invocation, and the Lord’s Prayer.
1690 The New England Primer
Similar to a "true book" Contained prayers, alphabet verses, syllabary, and word lists. The content of the New England Primer was Christian and reflected the Puritan beliefs.
Writing was considered less important than reading.
New England Primer
Source:en.wikipedia.org
1783-1820 Noah Webster’s Speller
After the Revolutionary War, this was the nation’s new speller. It was the first one published on an American press.
It contained three parts which focused on spelling, grammar, and essays for reading.
Noah Webster’s Speller was a very popular reading textbook that also used the alphabet method and reinforced the instructional methods of this time.
Source:news.yale.edu
1820
Horace Mann influences a shift towards meaning.
The method of reading instruction changed from the alphabet method to meaning and phonics-based approaches.
In response to this criticism, readers were created that included leveled material according to their difficulty. The stories were higher interest for children learning to read. Resources were also created for teachers, such as pre-reading activities and comprehension questions.
McGuffey Reader
ImageSource:https://en.wikipedia.org/wiki/McGuffey_Readers
1880 Sentence & Story Methods
Children memorized the story before they saw it in print.
The teacher presented the story one sentence at a time through questioning and the use of illustrations.
A focus on content that children could identify with was thought to support the reading process for the child.
Sentence Method Manual for Teachers
ImageSource:https://archive.org/details/sentencemethodof00farn
1894 The Committee of Ten
The Committee of Ten was the first attempt of educational standardization. The committee produced a list of core readings as well as standards for written expression.
“As a result, schools and other public institutions began emphasizing standard English in writing as well as speaking; correct spelling and grammar thus became a focus of instruction.” (Lipson & Wixson,2013,p.5)
Maude Keith and her kindergarten class in 1911.
Image Source:www.nwhm.org
Late 1800’s: Shift Towards Silent Reading
Scientific research promoted a shift from oral reading towards silent reading.
Research at this time supported that children understood text better when it was read silently.
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1930 Reading as a Professional Field
Reading research and reading pedagogy were linked by scholars such as William Gray & William Elson who co-authored the popular Dick & Jane, Scott Foresman series.
The series came with guides for teachers, scripted lessons, supplementary materials and word lists in the back of each book.
Although phonics played a role, the series took a whole word approach to reading.
Dick & Jane Book
Source:https://en.wikipedia.org/wiki/File:Dick_and_Jane.jpg
1920-1970 Basal Readers
Contained relevant material, scripted lessons, whole word approach, with a focus on culture focus of the white-suburban class.
1965: a shift towards diversity was initiated by the publisher Scott Foresman & Ginn.
1970’s: Overemphasis on worksheets and the “drill and kill” method of teaching reading was being questioned.
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1980-1990 Whole Language Movement
The use of whole word methods increase.
Encouraged children to read and write for purpose.
Supporters of the whole language philosophy believe that language should not be broken down into letters and combinations of letters and decoded.
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2000 National Reading Panel Results
Because of arguments over the years about which type of reading instruction is best, the National Reading Panel began a study in 1997 to settle the debate.
In 2000, the Panel released its findings, stating that there are five essential components that must be taught in an effective reading program:
1.Phonemic awareness
2.Phonics
3.Reading fluency
4.Vocabulary development
5.Reading comprehension
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2001 No Child Left Behind
No Child Left Behind legislation passes.
“NCLB has also influenced the nature of the programs or practices used to teach reading, primarily through its Reading First initiative.” (Lipson & Wixson, 2013, p. 12)
The Reading First portion mandates phonics instruction.
States responded by adopting common core standards.
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2015 Every Student Succeeds Act
U.S. law passed in December of 2015
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