CHAPTER 1
Examining the Historical Context
for Teaching Reading
Vignette: A newly hired reading coordinator is tasked with "getting teachers on the same page for reading" across her district. Her supervisor is concerned about the districts lack of cohesive reading program in the elementary grades and dipping standardized test scores in comparison to other districts in the state. She is overwhelmed after discussing the issues with teachers across the district and was met with surprise when she asked if their teaching methods were research based.
The Early Years of the United States
1600-1900
![Picture](/uploads/9/1/8/5/9185918/728467711.jpg?1319741034)
Education in the early years was based on teaching of the alphabet, recitation, memorization of Bible verses, spelling bees, oral reading, and a person's manner of speaking in public. Education goals were founded on religious and patriotic views.
The earliest reading "textbooks" were the Horn Book, that contained the alphabet and verses written on a piece of wood shaped like a paddle and The New England Primer, which implored children to behave or else!
In the 1800s the McGuffey Reader, a series of books written by Rev. William Holmes McGuffey continued the strict ethical code that was in place and required that children have a high moral code including being on time, honest and trustworthy. The readers were considered "eclectic" because they contained information from a variety of sources. They were based on a white Protestant America and high morals.
The earliest reading "textbooks" were the Horn Book, that contained the alphabet and verses written on a piece of wood shaped like a paddle and The New England Primer, which implored children to behave or else!
In the 1800s the McGuffey Reader, a series of books written by Rev. William Holmes McGuffey continued the strict ethical code that was in place and required that children have a high moral code including being on time, honest and trustworthy. The readers were considered "eclectic" because they contained information from a variety of sources. They were based on a white Protestant America and high morals.
The First Half of the Twentieth Century
1900-1950
![Picture](/uploads/9/1/8/5/9185918/866218883.jpg)
During the first half of the 20th century the purpose of education shifted from religious and ethical instruction to that of reading for information. With World War I came the need for separating the "leaders" and the "followers". A number of assessments were introduced that are still being used today in revised forms. The test were meant to measure reading comprehension, IQ, and cognitive abilities.
Because teachers at this time typically had less than two years of training, the United States moved towards scripted lessons and the Dick and Jane books were born. Millions of children learn to read with these highly contrived stories that followed the lives of Dick, Jane, Father, Mother, Sally, Spot and, Puff. The books were based on white American culture and had no examples of diversification until later editions added ethnicities in with characters joining in as classmate, neighbors and friends of the family.
The Second Half of the Twentieth Century
1950-2000
The beginning of the second half of the 20th Century saw once again a need to educate soldiers in reading informational and expository text. As WWII ended and the Cold War began, the debate over phonic instruction continued. There were two sides - synthetic versus analytic. Both sides claimed that the First Grade Studies released by Guy Bond and Robert Dykstra supported their way of instructing student in regards to phonics. However, the study really concluded that there is no one best way to teach phonics.
Late in the century, with focus on teaching phonic, it was found that comprehension was falling by the wayside. Instructional materials in the 1960s and 1970s concentrated on comprehension skills such as cause and effect, main idea and used workbooks and scripted teacher editions to instruct students.
With the 1980s and 1990s educators looked to build on readers back ground knowledge and tried to instill a love of reading for pleasure not just learning. Also late in the century the first computer were introduced into schools. Although they were mainly used for skill and drill practice.
The century ended with a grassroots movement referred to as "whole language". The movement moved away from teaching discrete skills and instead focused on using uncontrived stories. The focus was on "how readers think about text", make connections, and construct meaning.
Late in the century, with focus on teaching phonic, it was found that comprehension was falling by the wayside. Instructional materials in the 1960s and 1970s concentrated on comprehension skills such as cause and effect, main idea and used workbooks and scripted teacher editions to instruct students.
With the 1980s and 1990s educators looked to build on readers back ground knowledge and tried to instill a love of reading for pleasure not just learning. Also late in the century the first computer were introduced into schools. Although they were mainly used for skill and drill practice.
The century ended with a grassroots movement referred to as "whole language". The movement moved away from teaching discrete skills and instead focused on using uncontrived stories. The focus was on "how readers think about text", make connections, and construct meaning.
The Twenty-First Century
2000-Present
The new millennium ushered in No Child Left Behind (NCLB), high stakes testing and the renewal of the Individuals with Disabilities Education Act (IDEA). Along with this came the initiative called Response to Intervention (RtI). RtIs main goal is to reduce the number of students identified and placed into special education and help them before they fail.
With the election of President Obama, the war in Iraq and a struggling economy - Race to the Top was introduced on March 9, 2009. Its "five pillars of education reform" include: early education, incentives for teachers, better assessments based on the current world students live in, changing the way schools are structured and supporting the development of charters schools and making sure every student has a quality education beyond high school.
With the election of President Obama, the war in Iraq and a struggling economy - Race to the Top was introduced on March 9, 2009. Its "five pillars of education reform" include: early education, incentives for teachers, better assessments based on the current world students live in, changing the way schools are structured and supporting the development of charters schools and making sure every student has a quality education beyond high school.