History of Reading InstructionHistory of Reading Instruction

Colonial TimesColonial Times

______________________________– Most influential American in the history Most influential American in the history

of modern reading instructionof modern reading instruction– Published the New England Published the New England

____________________________________________24 million copies were sold (224 million copies were sold (2ndnd in sales only in sales only to the Bible)to the Bible)

Population in 1800 was 5 millionPopulation in 1800 was 5 million

By the early part of the 20By the early part of the 20thth century, century, population increased to over 100 millionpopulation increased to over 100 million

Mid-1800sMid-1800s

__________________: fate of democracy __________________: fate of democracy was seen to depend on the wisdom was seen to depend on the wisdom of the majorityof the majority– The more ___________ the population, the The more ___________ the population, the

greater its collective wisdomgreater its collective wisdom– Concern turned to how _________ was Concern turned to how _________ was

___________ and how best to instill the ___________ and how best to instill the desire to learndesire to learn

____________________________________Secretary of Education for Secretary of Education for MassachusettsMassachusettsDisdain and disgust of ___________Disdain and disgust of ___________Wife published an early _____________ Wife published an early _____________ reader reader – ““Frank had a dog, his name was Spot.”Frank had a dog, his name was Spot.”

__________ philosophy of reading: __________ philosophy of reading: _______________ teaching of reading_______________ teaching of reading

1950s1950s

Illiteracy rates were steadily _____Illiteracy rates were steadily _____

1955, Rudolph Flesch published 1955, Rudolph Flesch published __________________________________________________– 30 weeks on the best-seller list30 weeks on the best-seller list

1981, Rudolph Flesch published 1981, Rudolph Flesch published __________________________________________________________

His appeal was as intensely political:His appeal was as intensely political:

““I say, therefore, that the word method I say, therefore, that the word method is gradually destroying democracy in is gradually destroying democracy in this country; it returns to the upper this country; it returns to the upper middle class the privileges that public middle class the privileges that public education was supposed to distribute education was supposed to distribute evenly among the people. The American evenly among the people. The American Dream is, essentially, equal opportunity Dream is, essentially, equal opportunity through free education for all. This through free education for all. This dream is beginning to vanish in a dream is beginning to vanish in a country where the public schools are country where the public schools are falling down on the job.”falling down on the job.”

and impassioned:and impassioned:

““It seems to me a plain fact that the word It seems to me a plain fact that the word method consists essentially of treating method consists essentially of treating children as if they were dogs. It is not a children as if they were dogs. It is not a method of teaching at all; it is clearly a method of teaching at all; it is clearly a method of animal training. It's the most method of animal training. It's the most inhuman, mean, stupid way of foisting inhuman, mean, stupid way of foisting something on a child's mind.”something on a child's mind.”

1970s1970s

__________________________________________– More _______ version of the look-say More _______ version of the look-say

methodmethod– Relies on _________________ but the Relies on _________________ but the

words memorized are whatever words memorized are whatever happened to be in the happened to be in the “________________________” the children “________________________” the children are required to readare required to read

– Reading is a _________, unconscious Reading is a _________, unconscious process best fostered by process best fostered by ______________________________________________

Reading RecoveryReading RecoveryDeveloped by ____________ (teacher Developed by ____________ (teacher in New Zealand)in New Zealand)____________ program for struggling ____________ program for struggling readersreadersDraws upon both _________ and Draws upon both _________ and ________________ theory________________ theoryIn America, it served as a In America, it served as a transmission device for transmission device for ________________________________

To resolve the conflict? To resolve the conflict?

____________________________________

The first large-scale research:The first large-scale research:

In early 1960’s, __________ conducted a In early 1960’s, __________ conducted a large-scale cooperative experiment to large-scale cooperative experiment to evaluate the effectiveness of phonics and evaluate the effectiveness of phonics and “look-and-say” approaches“look-and-say” approaches

In 1967, Chall published a book “In 1967, Chall published a book “Learning Learning to Read: The Great Debateto Read: The Great Debate”, which is a ”, which is a classic in the literatureclassic in the literature

Results of Chall’s Study:Results of Chall’s Study:

Children who were trained through the Children who were trained through the _____________ method demonstrated an early _____________ method demonstrated an early advantage in rate and comprehension of silent advantage in rate and comprehension of silent reading and perhaps in interest, fluency, and reading and perhaps in interest, fluency, and expression as well. In contrast children who expression as well. In contrast children who were taught ___________ exhibited the early were taught ___________ exhibited the early advantage in word recognition, particularly for advantage in word recognition, particularly for untaught words, and maintained it throughout. untaught words, and maintained it throughout.

Furthermore, children taught with the Furthermore, children taught with the ________ method not only caught up with but ________ method not only caught up with but surpassed their ________ peers in silent reading surpassed their ________ peers in silent reading rate, comprehension, and vocabulary by the rate, comprehension, and vocabulary by the end of the second grade.end of the second grade.

The teaching programs that included The teaching programs that included _________________ resulted in significantly _________________ resulted in significantly better word recognition, better spelling, better better word recognition, better spelling, better vocabulary , and better reading comprehension vocabulary , and better reading comprehension at least through the third grade.at least through the third grade.

2nd large-scale research:2nd large-scale research:

The U.S. Office of Education The U.S. Office of Education Cooperative Research Program in Cooperative Research Program in First-Grade Reading Instruction was First-Grade Reading Instruction was conducted between 1964 and 1967. conducted between 1964 and 1967.

The combined analyses of the First-The combined analyses of the First-Grade Cooperative Studies were Grade Cooperative Studies were published in 1967 and were directed published in 1967 and were directed toward three questions:toward three questions:

1. Which of the approaches to beginning reading 1. Which of the approaches to beginning reading instruction produces the best reading and spelling instruction produces the best reading and spelling achievement at the end of first grade?achievement at the end of first grade?

2. Does the effectiveness of the approaches vary 2. Does the effectiveness of the approaches vary with the reading readiness of the students? That with the reading readiness of the students? That is, are any of the approaches especially effective is, are any of the approaches especially effective or ineffective with low-readiness students? Are any or ineffective with low-readiness students? Are any especially effective or ineffective with high-especially effective or ineffective with high-readiness students?readiness students?

3. To what extent are various pupil, teacher, 3. To what extent are various pupil, teacher, classroom, school, and community characteristics classroom, school, and community characteristics related to achievement in reading and spelling at related to achievement in reading and spelling at the end of first grade?the end of first grade?

Results:Results:

1. Which approaches were most effective?1. Which approaches were most effective? The approaches that, one way or another, included The approaches that, one way or another, included _________________________ consistently exceeded the _________________________ consistently exceeded the straight look-say approaches in word recognition straight look-say approaches in word recognition achievement scores.achievement scores.

2. Did the relative effectiveness of the approaches 2. Did the relative effectiveness of the approaches vary with the readiness of the students?vary with the readiness of the students? In general, In general, the answer was no. There appeared to be no basis the answer was no. There appeared to be no basis for the widely held belief that systematic phonics for the widely held belief that systematic phonics instruction is useful only for _____________ children.instruction is useful only for _____________ children.

3. To what extent is first-grade reading achievement 3. To what extent is first-grade reading achievement determined by community, school, classroom, determined by community, school, classroom, teacher, and pupil characteristics ?teacher, and pupil characteristics ? The projects The projects produced __________________ for this issue.produced __________________ for this issue.

National Reading PanelNational Reading Panel

________________________ instruction is ________________________ instruction is beneficial for beginning readersbeneficial for beginning readers

Big ideas ~ 5 Big ideas ~ 5 – Discussed throughout the courseDiscussed throughout the course

The Overall PictureThe Overall Picture______________ Approach______________ Approach TeachTeach KnowKnow 10 words 10 words10 words 10 words

__________ Approach (sounds & __________ Approach (sounds & blending)blending) TeachTeach KnowKnow 10 sounds 350 “3 sound” words10 sounds 350 “3 sound” words 4,320 “4 sound” words4,320 “4 sound” words 21,650 “5 sound” words21,650 “5 sound” words

There are many different phonics There are many different phonics programs. A central aspect of each of programs. A central aspect of each of these programs is that working these programs is that working knowledge of the knowledge of the ___________________________ is crucial to ___________________________ is crucial to proficient reading.proficient reading.

Differences in details:Differences in details: What fonts should be used for initial reading What fonts should be used for initial reading

instruction? Should initial instruction be instruction? Should initial instruction be exclusively conducted with uppercase letters or exclusively conducted with uppercase letters or lowercase letters? lowercase letters?

What Do Phonics Programs Teach?What Do Phonics Programs Teach?

Reading FirstReading First

The The No Child Left Behind ActNo Child Left Behind Act signed into law by signed into law by President George W. Bush on January 8, 2002, President George W. Bush on January 8, 2002, established _________________ as a new, high-established _________________ as a new, high-quality evidence-based program for the quality evidence-based program for the students of America. students of America. The Reading First initiative builds on the The Reading First initiative builds on the findings of years of _____________, which, at the findings of years of _____________, which, at the request of Congress, were compiled by the request of Congress, were compiled by the _______________________. _______________________. Ensuring that more children receive effective Ensuring that more children receive effective reading instruction in the early grades is of reading instruction in the early grades is of critical importance to the President and the critical importance to the President and the nation. nation.

More on Reading FirstMore on Reading FirstReading First is a focused nationwide Reading First is a focused nationwide effort to enable _____ students to effort to enable _____ students to become successful early readers. become successful early readers. – Funds are dedicated to help states and Funds are dedicated to help states and

local school districts eliminate the reading local school districts eliminate the reading deficit by establishing high-quality, deficit by establishing high-quality, comprehensive reading instruction in comprehensive reading instruction in kindergarten through grade 3. kindergarten through grade 3.

– Building on a solid foundation of research, the Building on a solid foundation of research, the program is designed to select, implement, and program is designed to select, implement, and provide professional development for teachers using provide professional development for teachers using _______________________________, and to ensure _______________________________, and to ensure accountability through ongoing, valid and reliable accountability through ongoing, valid and reliable screening, diagnostic, and classroom-based screening, diagnostic, and classroom-based ____________________. ____________________.

North Carolina’s Reading First ProgramNorth Carolina’s Reading First Program