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Read Original (scanned) Text Created to assist teachers with word and reading instruction
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Recognized benefit to silent reading
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Americans realized that to keep up with the world they had to add to their knowledge and read well.
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Rudolf Flesch writes this book which describes teaching reading using a phonics approach He calls it, "...a code, which consists of fewer than 200 letters and letter groups, each standing for one or more of the 44 sounds in English. Once a child has learned this code, he can read" (Flesch, 1955).
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This caused a flurry of research activity in the United States and experts began to work harder to find new methods for preparing new materials that they hoped would produce faster and better results in learning to read
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Traxler (1958) voiced concern that standardized tests misrepresented students’ abilities.
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-Observed the reading process in active use
-Stressed importance of silent reading practice -
--more of the selections were adaptations of children’s literature rather than stories written to conform to a vocabulary restriction or a readability formula
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-Psychologists became interested in reading
-Research and several famous studies conducted on reading education and the science of learning to read -
-emphasizes focus on meaning and strategy instruction
-phonics instruction deemed boring and uninspiring for students
-teachers acted as facilitators; observing and customizing what students needed -
The debate continues and there is a shift from a phonics versus look-say conflict to a phonics versus whole language debate
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-Used as a toolkit for teaching phonics in an early childhood classroom today.
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Becoming a Nation of Readers report-Researchers encouraged to employ multidisciplinary approaches to instruction, and to extend inquiry beyond decoding and early literacy instruction
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-The Department of Education asked Adams to evaluate beginning reading programs for effectiveness
-Adams argues that both phonics and whole language advocates are BOTH right! -
National Reading Panel-Formed at the request of Congress in an effort to assess the effectiveness of different reading approaches
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-Standards-based education reform
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--Teachers' decisions about instruction driven by scientifically-based reading research
