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THE HISTORY OF PHONICS THROUGHOUT THE AGES

Mid-1990s:

1984:

Early 1970s:

1997:

Late 1800s:

2000's:

1957:

1700s–mid-1800s:

1995:

1990:

2006:

Evaluation

The National Academy of Education releases Becoming a Nation of Readers, a report on the status of research in reading education.

The Initial Teaching Alphabet (ITA), a phonetic alphabet, is used to teach reading in Great Britain and some school systems in North America.

All-purpose reading materials are replaced by graded readers designed to match a child's age and ability.

Rudolph Flesch's best-selling book, Why Johnny Can't Read, urges a return to phonics instruction. In a sharp political and emotional attack, Flesch accuses the whole word approach “of gradually destroying democracy.”

Children are taught to read through memorization of the alphabet, practice with sound-letter correspondences, and spelling lists. The prevailing texts used for teaching reading are the Bible and political essays.

Brain research shows changes in the brain and

reading improvement when phonics is taught to poor readers.

  • The Clinton administration proposes a voluntary national test of 4th grade reading ability.
  • A study on the prevention of early reading difficulties, conducted by the National Academy of Sciences, is slated for release.
  • Reading instruction continues to generate debate from local to national levels

Studies released by the National Institute for Child Health and Human Development (NICHD) of the National Institutes of Health indicate that children with reading difficulties benefit from explicit phonics instruction. Researchers believe the findings support phonics instruction for all students.

California adopts two statutes known as the “ABC” laws, which require, in part, that the state board of education adopt instructional materials, including “systematic, explicit phonics, spelling, and basic computational skills.”

A study found that dyslexics that were taught spelling in a phonetic manner improved their spelling. The study also found that this type of teaching "can actually change their brains' activity patterns to better resemble the brains of normal spellers."

Beginning to Read, a landmark study by psychologist Marilyn Adams, analyzes the role of phonics in beginning reading programs. The book fuels controversy over the nature of reading instruction.

1900's

2000's

1800's

Today

1700's

Mid-1800s

1967:

Mid-1970s:

1930s–1970s

1997:

1999:

1994:

1988:

2001:

2011:

References

Research on reading shifts from a focus on

texts to an emphasis on how readers construct meaning.

Jeanne Chall's book, Learning to Read: The Great Debate, is published. Chall continues to advocate for direct

instruction in phonics.

President Clinton launches the America Reads Challenge, a program to address national literacy concerns. Legislation corresponding with the initiative identifies reading instruction as a “local decision.”

Inspired by Jeffersonian democratic ideals, some educators attack phonics and urge a meaning-based approach to learning to read.

Researcher Marie Carbo reanalyzes Chall's earlier research on reading, calling some of the data analysis into question. A lengthy research debate ensues.

Low reading scores on the National Assessment of Educational Progress (NAEP) in California lead to a pro-phonics backlash against the whole language movement.

A look-say or whole word (not whole language) approach, exemplified by the “Dick and Jane” reading series, dominates reading instruction in schools. Instruction emphasizes comprehension.

No Child Left Behind (NCLB) legislation passed. The Reading First portion of NCLB mandates phonics instruction.

America Reads Challenge. U.S. Department of Education, 600 Independence Avenue, SW, Washington, DC 20202, Phone: 1-800-USA-LEARN, http://www.ed.gov/inits/americareads/

ASCD. History of Phonics Timeline. Retrieved from: http://www.ascd.org/publications/newsletters/policy-priorities/sept97/num10/toc.aspx

No Child Left Behind. Editorial Projects in Education Research Center. (2015, April 10). Issues A-Z: No Child Left Behind: An Overview. Education Week. Retrieved Month Day, Year from http://www.edweek.org/ew/section/multimedia/no-child-left-behind-overview-definition-summary.html/

The Phonics Page. Retrieved from: http://www.thephonicspage.org/On%20Phonics/historyofreading.html

Dr. Reid Lyon of the National Institute of Health (NIH) reports to Congress on the findings of research on over 34,000 children —findings include the importance of phonics and phonemic awareness for teaching reading.

Stanislas Dehaene's Article "The Massive Impact of Literacy on the Brain and its Consequences for Education," explains how the brain processes at the letters in a "massively parallel architecture" and recommends phonics without sight words.

Felicia L. Lewis

Grand Canyon University

REA-500

January 25, 2017

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