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Samuel Orton pioneers study of learning disabilities
Samuel Orton pioneered the study of learning disabilities, more specifically he focused on reading disabilities. He started working with Anna Gillingham on a reading program with a systematic and orderly approach of teaching letter sounds. The program became known as the Orton-Gillingham method and a book outlining their method was published in 1935. The program was phonics based- a step away from the whole word method popular at the time. -
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The Evolution of Literacy
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Rudolf Flesch publishes "Why Johnny Can't Read"
Flesch's controversial book is published. The book is a passionate argument in favor of teaching phonics. The book is addressed to parents and questions the motives and honesty of experts, teachers, schools, and even publishers. It spent 30 weeks on the best seller list and really polarized the phonics vs. whole word debate. This debate will continue throughout history and is still going on today. -
Title I of Elementary and Secondary Education Act passed
Lyndon B. Johnson's "war on poverty" was responsible for this legislature. Title I provided funds to primary and secondary schools while at the same time prohibiting a national curriculum. The funds were allocated for resources to support programs, professional development, and instruction materials.. Its goal was to provide equal access to quality education and establish high standards and accountability for learning. It is the most far reaching federal legistlation. . -
Emergent Literacy Theory
The emergent literacy theory developed after it was discovered that young children knew much more about literacy than we originally thought before entering school. Marie Clay was instrumental in researching this theory. She concluded that reading, speaking, writing, and listening are inter-related and develop together from the time of birth until the child can read and write conventionally. She emphasized that it was a process and the child's environment should support the process. -
First Grade Studies
This study was one of the earliest comprehensive studies in the history of how children learn to read. It compared first grade reading programs from 1964-1967. Guy Bond and Robert Dykstra discovered that using an early code-emphasis (phonics) improved spelling and comprehension and word recognition. Achievement using phonics programs far exceeded those using basal programs. This study influenced the research on beginning reading for the next 30 years. -
Jeanne S. Chall releases "Learning to Read: The Great Debate"
This report took another look at the phonics vs. whole word (look-say) debate by evaluating the existing research from 1910-1965. It took 2 years to summarize the findings and write conclusions. She concluded that reading is a developmental process and that phonics is a more effective method of teaching children to read. Whole word methods give children an advantage early on but later, they fall behind. Logically, she concluded that both methods should be combined. -
Nations Report Card released
The first national assessments in the core subjects of reading, math, science, and writing were held in 1969. Students in grades 4,8, and 12 took the assessments. The results were released as the Nations Report card. The purpose of this assessment was to make improvements in education. These assessments are still used in education today. -
Becoming a Nation of Readers released
This report provided a summary of a vital era of research on reading processes and texts from the 1970's and 80's. It defined reading as a constructive, fluent, strategic, motivated, and lifelong pursuit. It discussed the role of parents in fostering literacy and the importance of a print-rich environment. In terms of instruction it stressed direct teaching of comprehension strategies, extending writing, and using less skill sheets and workbooks. We still value these ideas today. -
America Reads Challenge
This challenge was introduced by Bill Clinton in the 1990's as a response to reading statistics. 40% of fourth graders were reading below grade level. The higher education community was invited to join in the effort to improve reading achievement. The objective was for all students to be reading well by the end of third grade. The challenge targeted preschool through third grade students. Funds were provided to federal work study students who provided tutoring to students. -
No Child Left Behind
This act of congress was the reauthorization of the Elementary and Secondary Education Act. It supported standards based eduction reform and required all students to take a state basic skills assessment in order to recieve funding. Every student must take the same test under the same conditions. Students are required to make adequate yearly progress in test scores and all states must provide "highly qualified" teachers. There are strong arguments for both sides of this new legislation. -
Race to the Top
This was a contest created to spur innovation and reforms in state and local K-12 education. It was announcd by President Obama in 2009. States were to be awarded points for satisfying certain education policies such as performance based standards for teachers and principals, complying with common core standards, lifting caps on charter schools, turning around the lowest performing schools, building data systems, and prioritizing STEM. A total of 500 points could be earned. -
Common Core Standards
This is an initiative to set state standards for what children should know and be able to do at every level of learning. These standards are clear and both college and career ready for K-12 students. Together teachers, researchers, and leading experts in education are collaborating to develop these standards. The federal government is not involved in the creation of the standards. The idea is to have consistent, clear expectations for all learners.