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The McGuffey Eclectic Reader was a "basal reading series" (Reyhner, 2008, p.7) that began the stressing of certain sight words according to grade level and provided ideas for controlled sentence length and vocabulary based on a child's developmental level (Role of phonics, p.2).

Brown, E. (2014). History of reading instruction.

Potter, D. L. (2015). Spelling book method teaching reading reference page. Retrieved from http://www.donpotter.net/education_pages/spelling_books.html

Reyhner, J. (2008). The reading wars: Phonics versus whole language.

The role of phonics in reading instruction. (2006).

Timeline of Phonics by Cristina Romero

2014: Webster's Speller's Return

1997: "The Cooperative Research Program"

1857: The McGuffey Eclectic Reader

1920's to 1950's: Dick and Jane

1967: Learning to Read

Beyond: My Classroom

Resulting from Chall's Learning to Read, "The Cooperative Research Program in First Grade Reading Instruction" also provided evidence for value of phonics in the classroom (Role of phonics, p. 3).

Jeanne Chall published Learning to Read: The Great Debate after 3 years of extensice research into phonics instruction; the results of the study showed that phonics instruction was more effective method than whole-word methods (Brown, p. 4; Role of phonics, p. 3). The study was republished in 1983 with new research strengthing its findings (Brown).

Willam Gray, one of the developers of the basal reader book series Dick and Jane, devalued phonics and turned the educational focus back to the whole-word method of instruction (Role of phonics, p. 2). The Dick and Jane series method of whole-word instruction involved rote memorization, wherein a word was repeated enough times on a page for a child to have learned it (Reyhner, p. 1).

In 1908, Noah Webster published Speller; a version of Speller was published by Don Potter in 2014 (Brown, p. 5). The Speller follows the method of sight words/ whole-word for teaching reading (Potter, 2015, "Spelling Book").

I would teach phonics in my classroom to enhance both reading and writing abilities in my students. An idea I have is called TIES.

T is together. Reading aloud or writing together.

I is individual. Reading or writing to oneself or in a small group.

E is evaluate. Reading or writing review and editing.

S is share. Read to the class, share writing with class.

1844

2015

1980

1950

1880

1840

1997-2000: National Reading Panel

1844: Horace Mann's Seventh Report

1985-1990: Hooked on Phonics

1883-1896: Survey of Public Schools

1955: Why Johnny Can't Read

In 1883, Joseph Rice conducted a survey of public schools around the U.S. to research the results of phonics; he found that "phonics led to better results in reading than word methods" (Brown, p. 3). In 1895 and 1896, Rice gave out spelling tests to children throughout the U.S. and found that the best results came from students who were taught with the phonics method.

A Congress-assembled panel came together in 1997 to decide what to do about phonics instruction in schools; they reported their findings in a document titled "The Report of The National Reading Panel: Teaching Children to Read," which showed the importance of phonics/ phonemic awareness for teaching reading (Brown, p. 4; Role of phonics, p. 4). This report was criticized by the one educator of the panel, Joanne Yatvin, who had actually taught beginning reading; she believed the panel had a bias towards phonics and it impacted the research results (Reyhner, p. 4).

Previous to the early 1800's, phonics-based reading was prevelent throughout the country; however, when Horace Mann (secretarty of the Massachusettes Board of Education at the time) began advocating for the whole word method of reading, schools began to turn away from phonics instruction (Brown, 2014, p.3; Role of phonics, 2006, p. 2).

Written by Rudolph Flesch, Why Johnny Can't Read publically bashed the whole-word ("look-say") reading instruction and encouraged phonics instruction instead; the popularity of his book resulted in more people performing research in the validity of whole-word and phonics instruction (Brown, p. 4; Reyhner, p. 1-2; Role of phonics, p. 2).

Becoming a Nation of Readers: The Report of the Commission of Reading (1985), Hooked on Phonics, and Beginning to Read: Thinking and Learning about Print (1990) repopularized the value of phonics in classrooms (Role of phonics, p. 3). Phonics, once again, became the main reading and writing instruction for schools.

References

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