Developments In Reading Historic Timeline (by Year Span) Created by Elissa Frazier
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1527 Valentin Ickelsamer wrote “The Shortest Way To Reading” book –The Alphabet method.
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Dominated reading in America along with the Bible—emphasizing religion and morals.
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Rousseau, Pestalozzi, and Froebel developed the Unfoldment Theory in the 1700s and early 1800s. I strongly agree with their beliefs of having children be interested in what they are learning as well as having a stimulating environment.
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Year 1836—Dick & Jane Books—McGuffey Readers—first version of Basal Readers, skill based, not authentic, not diverse, some comprehension, taught morals
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Year-1881 George Farnham published pamphlet “The Sentence Method”—Sentences taught as a whole, then broken down to words and letters.
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Year- 1890 Charles W. Eliot asserts that children should have been reading worthwhile content & literature.
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Year-1905 Thorndike created the (Law of Effect
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Year 1913 John Watson: Behaviorism changed the depiction of reading from one of perceptual processing to one of reading as a behavior composed of isolated skills, each of which could be reinforced to increase student achievement.
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Year 1923 first “Readability Formula”, impacting reading levels
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Year 1925 Dewey, Parker’s beliefs known- learning to read best took place in an atmosphere of purposeful, child-centered exploration and activity.
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Year: 1925 Reading should be taught in a series of steps, or a sequence
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Year 1932: Barlett developed "Schema Theory."
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Year 1940 William Gray developed comprehension skills model of reading with four levels in a sequence.
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Year: 1948 Skinner, Operant Conditioning well known—Observable behavior, reinforced behaviors.
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Year: • 1950 “The Orbis” book and the “look-say” approach became known.
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Year: 1960-Criterion referenced tests began to be used in the 1960s to determine skill mastery.
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1960s Dewey’s Inquiry Learning: aimed at producing citizens who could contribute to a democratic society, cognitive, reasoning, decision making, problem-based learning approach, collaboration instead of competition.
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Year 1965- Elementary and Secondary Education Act as part of Johnson’s “War on Poverty” allocating “Title 1” funds to ensure high-quality academic assessments and accountability systems.
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Year 1967- Jeanne Chall, publishes book Learning to Read: The Great Debate, after conducting research on how to teach reading—“Code Emphasis” –decoding, early emphasis on knowledge of letters and sounds for children of poor socio-economic status. (Code emphasis vs. Meaning Emphasis.)
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Year 1967-Ken Goodman- influential-- Miscue analysis—Reading errors were “windows” to their comprehension. Readers used cues to make sense of what they were reading.
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Years--1970s, Change from Basals with workbooks to tradebooks
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Year: 1971, Frank Smith applied concepts from Psycholinguistic Theory to the teaching of reading in his highly influential book Understanding Reading.
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Year: 1978 Louise Rosenblatt—Transactional Reader Response theory developed. Meaning is not with the reader or the text, but in the interaction of the two—in the transaction
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Year: 1978-Vygotsky “zone of proximal” development.
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Year: 1980 Sociolinguistic Perspectives are embraced –Bloome & Greenfield-instructional, non-instructional, home & community contexts of literacy.
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Year: 1980—Basals changed, more monitoring of comprehension, introduction of graphic organizers
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Year: 1983--Donald Graves—influence writing integrated language arts, reading and writing, the child as a writer, the notion of “read like a writer” from Donald Graves. Other workshop models include Lucy Calkins & Nancy Atwell.
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Year 1984-Reading Recovery—gained momentum in North America to dramatically reduce the number of first-grade students who have extreme difficulty learning to read and write and to reduce the cost of these learners to educational systems.
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Year: 1985-Richard Anderson “Becoming A Nation of Readers” just plain reading
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Year 1988-Promoting literature based reading—adoption of California Reading Framework.
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Year 1990-Marily Jager Adams publishes book “Beginning to Read” to balance whole language and phonics.
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1994-Engagement Theory:
Year 1994: Engaged learning is made up of eight indicators developed by Jones, Valdez, Nowakowski, and Rasmussen. In order to have engaged learning, tasks need to be challenging, authentic, and multidisciplinary. -
Year 1995: Ken Goodman -"Whole Language" influenced by Noam Chomsky and his language acquisition theory.
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Year 1999-Reading Excellence Act, funds to improve teaching to support reading in K-3 classrooms.
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Year 2000-National Reading Panel released findings-- stating that there are five essential components that must be taught in an effective reading program: phonemic awareness, phonics, reading fluency, vocabulary development, and reading comprehension..
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Year 2000-Metacognition awareness increases. Good readers employ a set of strategies when they encounter problems. Gradual transfer of release.
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Year 2000 and ongoing: Computers become commonplace in classrooms. In 2003 social media impacts education.
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Year 2001-No Child Left Behind Act—Testing, School Improvement, Bring students who were behind up to grade level and make (AYP) Adequate Yearly Progress, Title 1 funds, Highly Qualified Teachers.
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2002-Phonics Bill is signed in response to National Reading Panel’s report to emphasize phonics over other methods of early reading instruction.
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Year 2004-RTI—Assessment, Diagnose, Implement Research based approaches for instruction, Progress Monitoring, reach levels (tiers) of learners in the general education classroom.
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Year: 2004 Guthri—Engagement theory and CORI --(CORI) approach.
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Year 2010-Reading First program provided a means to increase the number of literacy coaches.
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Year 2010: Common Core Standards launched
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Year 2010-Now: Multi-tiered response system MTSS-Reading Interventions—Response to Intervention
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Year 2010-, Adopting rigorous college- and career-ready standards and assessments, Recruiting, evaluating, and retaining highly effective teachers and principals, Building data systems that measure student success and inform teaching and learning, Turning around low-performing schools.
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Year Span: 2010-Now: Technology used in classrooms, used as supplemental reading supports, used for assessment, and collaboration, and to share responses to texts, teacher websites
