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Early 20th century Vygotsky emphasized the social context of learning and introduced the conncept of the Zone of Proximal Development, which has deeply influenced literacy education by supporting guided reading and scaffolding strategies.
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Date range: 1950-1965. During the mid 20th century, phonics based instruction became the dominant method for teaching reading. This approach emphasized decoding words by sounds, helping students link letters and sounds.
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Date Range: 1990-2005. Balanced literacy emerged as a response to the "reading wars" between phonics and whole language proponents. This approach integrates phonics, reading comprehension, guided reading, and writing into a holistic strategy tailored to students needs.
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Date: 1970s-1980s. A pioneer in early literacy, Clay developed the Reading Recovery program for struggling readers. Her work emphasized observation based assessment and individual reading instruction.
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This federal law emphasized accountability in education and required states to assess students annually in reading and math. It significantly influenced reading instruction and highlighted the importance of evidence based practices.
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ESSA replaced NCLB and allowed more flexibility for states while still emphasizing accountability. It supports early literacy initiatives an dpromotes evidence-based reading instruction normally in grades K-3.
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Pressley, M. (2006). Reading instruction that works: The case for balanced teaching (3rd ed.). Guilford Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press -
Chall, J. S. (1967). Learning to read: The great debate. McGraw-Hill.
Clay, M. M. (1993). An observation survey of early literacy achievement. Heinemann.
Every Student Succeeds Act, Pub. L. No. 114–95, 129 Stat. 1802 (2015)
No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425.