Historical Literacy Timelinereadingandliteracystudies.weebly.com/uploads/1/2/2/9/... · 2013-06-18 · Historical Literacy Timeline Kristina Green ... pictures symbols on sand, bark

Historical Literacy Timeline

Kristina GreenEDR 621 Current Issues and Trends in Literacy

November 11, 2010

Beginnings of Reading Instruction

Purposes for ReadingReading is another form of communication, which uses characters for use in expressing and recording thoughts.

Instructional Methods UsedEarly humans drew messages in the air, so the hand was the early writing tool.After a while, gestures were followed by pictures symbols on sand, bark or stone, bone and hides.

Instructional Materials UsedClay Tablets: possibly the first “reading” textbooks.Hornbooks: made of wood, iron, pewter, ivory, silver and gingerbread.

Religious Emphasis in Reading1607-1776

Purposes for ReadingThe purpose for learning to read was so that children could read the Bible. Subjects were more important than how to teach reading. Learning the alphabet, spelling syllables and words, memorizing sections of text and oral reading were techniques used.

Instructional Methods UsedInferences have been made that one letter was taught at a time so that children knew the alphabet and could name a letter when randomly pointed to. Some teachers used pictures of animals whose name began with that letter and others used flash cards with the letter on one side

and a picture on the other. Memorization was also a primary method for teaching reading. Oral reading was popular because there was a shortage of books and it was a valuable social skill for people.

Instructional Materials UsedHornbooks: First instructional materials that were also used for catechizing in church. Hornbooks stopped being used during the mid 1770’s. First American Primer: The New England Primer became the standardized reading textbook during colonial days.Spellers: taught spelling, reading, religion and morals. Spellers changed the reading pedagogy because they were in transition from religious text to more secular materials like stories, riddles and dialogues.Primer: “Real” reading happened when the child got to the primer where the child began with the shortest words until she/he could pronounce them automatically. These were often used in Dame schools.Bible: Once through the primer, the child could read the Bible. Passages were read and the child was orally quizzed on the content. Many passages were memorized.

Nationalism & Morality1776-1839

Purposes for ReadingThe main goals of education were to build national strength and to make good citizens. During this time readers were moving away from religion. Reading now purified the American language, developed loyalty to the new nation and instilled virtues/morals necessary for good citizenship. Developing eloquent oral readers was also significant.

NationalismNoah Webster created a popular reading series that focused on American English and attempted to overcome the diversity of dialects. Because of this, stress was laid upon rules and exercises in correct pronunciation and enunciation.

MoralismEven though religious readings were still believed to make children “good”, they focused instead on building good character.

Key Figures

Lyman Cobb-great educator of his time-prolific writer of reading texts

George Hillard

-author of reading

texts

Caleb Bingham-“The art of oratory needs no encomium. To cultivate its rudiments, and diffuse its spirit among the Youth of American is the design of this book.”

1880’s to 1910Culturing the Culture

Purposes for ReadingThere were no major wars during this time. It was a time of tranquility along with a comfortable economy. It was believed that schools should not only teach reading, but cultivate in the child a taste for good literature. Also during this time, reading research was beginning to happen.

Instructional Methods UsedIn an attempt to make reading easier, individuals came up with new alphabetic/phonetic systems. This was called the Scientific Alphabet Approach which didn’t last long. Learning the alphabet & spelling as the initial step to reading was abandoned but

more elaborate phonetic methods that stressed teaching letters and combinations of letters were used along with sentences and story methods.

Instructional Materials UsedProfessional books in reading were becoming available. Other supplemental materials included first time reading materials other than those included in basic reader, reading in upper grades to the form of classical literature and fairy tales were popular for younger grades. Basal readers were changed and included colored pictures for the first time.

Key Figures

I.O. Quantz

E.B. Holt

R.S.. Woodworth

Edmond B. Huey

Walter F. Dearborn

Research & Application1910-1935

Purposes for ReadingReading instruction had to meet the needs of society; individual acquire efficient silent reading skills to meet the practical needs of life. Silent reading was also an important aim in reading because reading material was abundant and communication was very rapid.

Instructional Methods UsedTeachers presented sentences that required an action response from students. This was to check for comprehension to see if the students could read the written action and follow through with what it said to do. Teachers also had

students draw and create things based on written direction to check for understanding.

Instructional Materials UsedTeacher’s Manuals: They allowed teachers supplemental silent reading exercises, seat work, phonetics, oral reading and correlating reading with other subjects. New Reading Book Content: Content was more factual and informational rather than folktales, myths, fairy tales, and Mother Goose rhymes. The new content connected with everyday life. Standardized Tests: First published in 1915 and were quickly narrowed down to speed and comprehension in silent reading.

Key Figures

Francis Parker

Edmund Huey

Period of International Conflict1935-1950

Purposes for ReadingDuring this time period, there was a shift from seeing reading as literary appreciation to more of thinking about reading as a driving force for democracy.

Instructional Methods UsedGinn Basic Readers: language skills accompanied specific reading lessons and teachers’ guides.Reading Readiness: teaching of reading should fit into child’s mental, physical, and social development appear for the first time

Context Clues & Structural Analysis:Readers used visual discrimination and auditory discrimination.Skills Development: phonics taught with greater emphasis and all phonic elements were covered by the end of the third grade.

Important DevelopmentReading Disabilities: Studies looked at the causes of disability and looked into fields of physiology and psychology. Schools established reading clinics where students could get extra help and where teachers would be trained in remedial reading techniques. Tracking: developmental reading classesRole of Reading Supervisor: we begin to see reading specialists in schools.

Key Figures

E.W. Dolch

Nila Banton Smith

Expanding Knowledge and Technology1950-1965

Purpose for ReadingAt this time, content literacy became more important. The role of education was to develop the “knowledge, appreciations, skills and attitudes necessary for living in a changing world, to developing faith in the values of democracy, to develop the understandings and ideas necessary to the achievement of a free world, and to develop the ability to defend democracy against the threat of totalitarianism” (Herbert Gwinn)

Instructional Materials UsedProfessional Books: many were published during this time and they included a large number of books for college students and adults to use to improve their reading abilities. Teachers Manuals: doubled and included notes tot he teacher placed directly on the page that children were reading.Basal Readers: included more art work, the books got bigger, authored by several peopleReading Programs: whole-word approach where children learn new words as a whole, heavy emphasis on phonics, almost always had workbooks and some included testing programs.

Jean ChallLinguists

1. Charles Fries

2. Noam Chomsky

1965 to PresentPurpose for ReadingStudies show that there are “no best” practices but that all methods can achieve goals.

Who Takes Up Reading? The psycholinguists take up reading during this time. They value the literacy experiences that focus on making meaning. They also value the texts for beginning readers that rely on natural language patterns. Psycholinguists also understand the reading process and

appreciate children’s efforts as readers. Sociolinguistics developed a parallel to psycholinguistics. The sociolinguists view reading as part of a bigger, more complex world. Cognitive psychology also comes into play with the schema theory.

Pedagogy Shifts (in the 1980s) -Literature-Based Reading -Whole Language (demise by 2000) -Integrated Instruction -Process Writing

Psycholinguists1. Roger Brown2. Ken Goodman3. Frank Smith