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Historical Summary Presentation on the Evolution of Reading Instruction
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Historical Summary Presentation the Evolution of Reading Instruction
Susan Elder
Grand Canyon University
REA 500
December 11, 2018
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Overview
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Reading and writing are forms of communication that have greatly influenced human development over the years. When we speak of literacy, it includes both reading and writing, but historically speaking these two elements have been separated in instructional practice.
For this presentation, I will focus on phonics and how reading instruction has evolved over time to greatly influence communication in America.
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2000's
- Whole word method combined with Phonics
- NCLB (2001) mandates Phonics instruction
- Every Student Succeeds Act (2015)
Timeline
1800's
- Rote, global learning
- Reading Whole words
- Mcguffy Readers (1836)
- Progressive Movement
- Reading for meaning
- Normal Schools
1900's
- Whole word learning
- Basal readers
- Scientific Movement
- Combination of Whole Word and Phonics Spelling
- Flesch "Why Johnny Can't Read" (1955)
- Research shows Phonics more affective, Whole Word continues
- Elementary and Secondary Education Act (1965)
1600's
- Memorization
- Hornbook
- The New England Primer (1680's)
- Pascal invents Synthetic Phonics
1700's
- Decoding
- Blended Phonics
- Noah Webster's Spelling Books (Spellers)
1600's
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Reading instruction in America focused on memorization. Students were taught to memorize biblical verses and patriotic readings. Children were first taught using what was called a hornbook. This was a paddle with the alphabet and a biblical verse glued to it. Later the New England Primer was published in Boston (1690) for the people of New England. This text taught children to read by the use of a picture alphabet and used syllabic phonics.
Image of hornbook
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1600's-1700's
In 1655 Blaise Pascal created Phonics, which was a way to attribute sounds to individual letters and synthesize these sounds to create words. Later, Noah Webster used Pascal's idea of Phonics to create his Blue-Backed Speller. This speller was created by Webster due to his disatisfaction with English influence and led to major changes in western communication which are still practiced to this day. Over time educators moved away or combined Phonics instruction with other methods.
1700's-1800's
In around the 1840's, Horace Mann claimed that reading should be more interesting to children in order to gain their attention, and that students should read for meaning. He suggested that in order to accomplish this, children should be taught the Whole Word method of reading, which emphasized the meaning of words as a whole, rather than by pronunciation as in the Phonics method. This method of learning caught on and was further fostered by the publication of William Mcguffy's Eclectic First Reader.
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1700's-1800's
During this time period, reading focus stayed on rote learning and the Whole Word method of reading. Mcguffy readers were popular and reading education continued to focus on reading for meaning.
At this time, the first "Normal School" was built in North America around 1823.
"Normal Schools" were teacher colleges that were built to educate individuals who wanted to become teachers.
These "Normal Schools" were significant because they taught students to combine both methods of phonics and whole word.
1900's
During the 1900's there was a noticeable decline in reading and spelling due to the focus of reading instruction being primarily on Whole Word instruction. At this time much research was being conducted to disprove the Whole Word method, and showed that Phonics instruction was more affective at teaching kids to read. Carl Flesch in particular published a book, Why Johnny Can't Read, in 1955 stating that Phonics instruction should be taught rather than the current method of Whole Word.
2000's
NCLB was enacted in 2001 with the preferred instruction concentrating on phoneme awareness. This preferred method continues today with most educators supplementing with memorization of sight words.