An Historical Look at Beginning Reading

1. An Historical Look at Beginning Reading Presented by: Tierra Blair

2. The Historian: NilaBanton Smith • yyuction (1889-1976) was a teacher, administrator and specialist in reading instruction. In 1934, Silver Burdett published American Reading Instruction, an Important contribution to the history of reading Education in the United States. “Reading was the most important subject in our early American schools, and it has continued to be the most important subject all through the years of our national growth. It therefore seems fitting that a story of the developments in reading instruction should be made available, not only as a matter of information and for the light it throws on the history of education, but also as an aid in giving a clearer perspective on current practices in this significant field” NilaBanton Smith, (1934).

3. Gathering the facts… • NilaBanton Smith considered the following when compiling her information: • 1. Careful study of reading materials published in America from 1607-1965 • 2. Most of the books described in the first five periods were selected based on popularity (copies sold &/or editions published). • 3. Information organized in growth stages • 4. Dates for the periods overlap due to continuity

4. The Beginnings of Reading Instruction • Reading began with: Note: When gestures and picture writing could no longer adequately Express language, the need to denote “letter sounds” and “syllables” evolved. Egyptians are said to have developed such symbols, Perhaps 25 centuries before Christ.

5. The First Books • The oldest alphabet writing in existence is from Egypt during the year 4700 B.C. • Tablets from Greeks and Romans are also studied. • The hornbook was the next link in textbook development – made of wood, iron, pewter, ivory, silver, and even gingerbread. This is probably the first attempt to motivate reading instruction.

6. The “Primer” • Early in the history of religious instruction priests came to believe that all adults and children should memorize fundamental information – universally. This book contained the Creed, the Lord’s Prayer, the Ten Commandments, and a few Psalms. • Today, we use the term “primer” to signify the first book of reading instruction.

7. The “ABC” • This was a schoolbook that served the demands of reading instruction as well as religion. This book was made in the 15th century and was used as the elementary book of the Catholic Church. It contained the alphabet, the Pater Noster, the Ave Maria, the Credo, and two prayers.

8. The Period of Religious Emphasis in Reading Instruction In England:

9. Religious Emphasis Cont. • In America: Note: The use of the “Primer”, the “ABC” and the “Psalters” (religious book used for Spelling) continued to be used by early Americans.

10. Example of New-England Primer and Psalter

11. Methods of Teaching Reading • In 1612, John Brinsley suggested a new method of teaching the alphabet. After mastering the alphabet, the child was inducted into the syllabarium.

12. The Reading Process 1. 3. 2. NOTE: Students were listened to in each area before going to the next one. The last level was “graduating” to bible reading (oral reading).

13. The Period of Nationalistic – Moralistic Emphasis in Reading Instruction *By the latter 18th century, struggles for political freedom and developing a young nation took center stage. *The break with Great Britain and establishing an independent nation help caused politics to replace theology as the focus. *The first half of the nineteenth century produced the great system of public education.

14. State-control of Reading Instruction • From 1776-1840, educational goals went from saving souls to building national strength and making good citizens. • Reading content now did the following: Note: All reader titles included the term “American” and pertained to history and character-Building. Being a good orator with appropriate enunciation was also a focus. Emphasizing that “reading is talking from a book” (Cobb, Lyman), was common practice.

15. Children read… This is also the time when “series” writing became popular. Popular authors were evolving the idea of a set of readers. Noah Webster is also writing spelling, English, and later Webster’s Dictionary at this time (1807-1827). This document focused on number of Syllables, alphabet, consonant combinations, and other similar phonetic elements.

16. Common Practices

17. The Period of Emphasis on Education for Intelligent Citizenship - 1840 • Primary focus is the German Pestalozzean principles (Saxon Schools): • Importance of using the 5 senses in reading instruction • Imitation of words and letters (written in the air), sounds made, then written on slates; after which, blocks with letters are used to form sounds - then words. • Every school had printed cards with letters, diphthongs, and whole words. • Actual objects should be presented when teaching in the earlier stages of education. • Emphasis on Science, nature materials very important • Emphasis on child’s experiences

18. The New Methods ( years between 1840-1880)

19. The Period of Emphasis on Reading as a Cultural Asset • The early 1880’s brought about a tranquility in our nation. The threat of war was over and the success of the American democracy created a new trend toward the cultural pursuits of music, art, and literature. Reading disability cases are also given special attention. • The importance of not only learning to read – but learning what to read is the focus. • Allowing children to draw their own conclusions in literature is explored. • The appreciation of good literature is more important than the mechanical ability to read. • Professional books are first introduced (Scudder’s Literature in the Schools, 1888) – argued for the teaching of English classics. • Separate courses of study in reading appear for the first time. • Supplemental materials are introduced.

20. Combined Alphabetic and Phonetic Systems Example: Wuns, Rip Van Win’ – kl went up a-mong’ the hilz, hwar hi so cwir lit’- men ple – ingbol. *Rebecca Pollard introduces the use of books that included the desired sounds to teach.* *Basal Readers include Mother Goose rhymes and folktales with colored pictures also.

21. Sentence and Story Methods • George L. Farnham – the analytic method – Whole stories are used as a starting point. NOTE: Reading research emerges in the U.S. and during the decade 1900-1910 considerable interest to “word blindness” as the cause of retardation in reading is researched (British Medical Journal, 1896).

22. The Period of Emphasis on Scientific Investigation in Reading • 1909 -1925- emergence of scientifically measuring educational products with scales and other instruments. • Silent reading trumps oral reading (reading in actual life is mainly silent). • Professional books emphasize silent reading along with teacher’s manuals and courses of study. • Reading rates are studied (oral and silent reading). • Reading disabilities studied closer (1920-1924 in public schools). • Individual differences in the reading achievement of children is realized. • Teacher improvement is growing concern.

23. The Period of Intensive Research (1926-1934) • Application of broader objectives in textbook instruction. • Focus on improving “primers” books (improved illustrations and content). • Integrating reading with student’s interests throughout the school day is explored (Activity program). • John Dewey proclaims that children shouldn’t be taught to read until the age of 8. (concept of reading readiness evolves). • Morphett and Washburne (1931) conduct studies that indicate that children should be taught to read once they have reached a mental level of six and a half years (with the use of the First-Grade Intelligence Test and the Stanford Revision of the Binet-Simon Scale). • Supervision and Teacher preparation intensifies.

24. The Period of International Conflict (1935-1950) • Birth of the ‘Atomic Age” and years following WWI.

25. Major changes in reading instruction NOTE: Grouping is still widely used to address individual needs and reading Disability interest increases.

26. The Period of Expanding Knowledge and Technological Revolution (1950-1965) • The concern for national preservation in an ever-changing society encouraged:

27. Dr. Mary Jo Fresch is a Professor in the school of Teaching and Learning at at the Ohio University at Marion. Marion. Her book,” An Essential History of Current Reading Practices”, describes the key research and trends that have informed, shaped, and given direction to reading education over the last half-century.

28. Reading Instruction from 1966

29. Reading Instruction from 1966 key points • Controlled vocabulary readers and synthetic phonics drill practices took the place of See Dick, See Jane books • Behaviorism rises in popularity • Cognitivism (understanding the thinking behind the behavior) takes its place • Family literacy gains momentum (Dolores Durkin 1966 study) • Zutell uses Chomsky’s investigations and Piaget’s observations to illustrate conceptualizing knowledge about language • Sociolinguists study everyday language with school language (Labov, 1971; Shuy, 1969) • Diagnostic trends included “miscue analysis” (Goodman, 1965).

30. The First Grade Studies (Bond &Dykstra)- Comparing reading programs from1964-1967 One of the earliest comprehensive studies in the history of how young children begin to learn to read found: • It is important to train better teachers of reading • Classrooms should use an integrated approach, systematic phonics with reading for meaning and writing • Reading achievement is influenced by factors peculiar to school systems above differences in reading capabilities • Shift away from “reading readiness” to “emergent literacy” • The alphabet is the single most predictive relationship to future success in reading • Phonic/Linguistic treatment is the second predictor

31. Final Thoughts • Knowing the history of beginning reading instruction should be required information for teachers of reading . I have realized that being aware of trends, best practices, and the evolvement of reading not only intensifies one’s knowledge but could heavily influence common teaching practices in the classroom. Also, the ability to make connections with past reading experiences as it relates to current methods could only enhance the relationship of the teacher to the student of reading; which should be the goal of every literacy instructor.

32. Reflections • Share 1-2 findings concerning the history of reading instruction you were unaware of. • Did you notice a trend in reading instruction from the past to the present? • Do you think there was any unmentioned historical documentation – when compared to what you know about history- and how it may relate to reading instruction?

33. References • Bond, G. Lenda & Dykstra, R. (1967). The cooperative research program in first-grade reading instruction. Reading Research Quarterly, Volume 2, 5 Through 142. • Fresch, Mary Jo, An Essential History of current Reading Practices. International Reading Association. • Morphett, M. V., & C. Washburne. (1931). When should children begin to read? Elementary School Journal 31: 496-508. • NilaBanton Smith (2002). American Reading Instruction. International Reading Association, Inc. USA.