Reading: Historical Timeline

By Laura Duell

Beginning of Reading Instruction

Egyptians developed symbols very early, about 4500 years ago

Hornbooks are developed around the 13th/14th century. Hornbooks were books that served as primers for study. They consisted of:o Sheet of paper (3 in x 4 in)

fastened to thick paddle-shaped board

o Translucent sheet of horn covered the paper to “save from fingers wet the letters faire.”

o Narrow strip of metal on 3 sides with 4th open for changing sheet of paper

The first books developed were called Primers and were used exclusively for religious purposes for children

Religious Emphasis in Reading:1607-1776

Religious motives controlled reading instruction

Purpose for learning to read was for children to have thorough grounding in their religious faith

The New England Primer became standardized reading textbook during colonial days

Spellers, whose function was to teach spelling plus reading, religion, and morals, competed with the New England Primer

Spellers foreshadowed change in reading pedagogy because they were a transition from religious text to more secular materials like stories, riddles, and dialogues

Nationalistic-Moralistic Emphasis:1776-1839

Purpose of reading shifted from religious purposes to nationalism and moralism based on break w/ Great Britain

Reading now focused instead on building good character

Additional series of texts devoted entirely to moralistic content - proverbs, advice on good behavior, realistic stories with a lesson, poems exalting desirable qualities, & fables

Reading now:1.) Purified the American language2.) Developed loyalty to the new nation3.) Instilled virtues/morals necessary for good

citizenship

1880s-1910 First time reading materials other than those

included in basic reader became popular practice Reading in upper grades to the form of classical

literature Fairy tales popular for younger grades (like “The

Three Bears” & “Jack & the Beanstalk”) New techniques to arouse an appreciation of

literature, usually for older children - involved defining and dissecting literature and began to move away from the elocutionary approach

Basal readers changed-o Elocution lessons began to disappearo Moralist and information selections diminishedo Mother Goose and folktales used for the first timeo Cloth covers replaced cardboard coverso Colored pictures used for the first time

1910-1925 Period moved away from oral

reading to silent reading and stressed meaning

First standardized tests in reading published in 1915

Reading instruction had to meet the needs of society; individual acquire efficient silent reading skills to meet the practical needs of life

Goal of reading instruction was “effective rapid silent reading” (Harry Grove Wheat, 1923)

Teacher’s Manuals came in to general use

Research on reading greatly expanded during this time because of standardized tests

1935-1950 The radio became a

“threat” to readingo Fears that listening to the

radio, viewing movies, and reading comics would reduce interest in reading

o Media threatened reading

Development of the multiple-causation theory of reading disability (most important development in this period)

We begin to see reading specialists in schools

1950-1965: Expanding Knowledge and

Technological Revolution Content literacy became more

important Many more professional books on

reading were published during this time More nationalities and ethnicities

reflected in readers of the time More and more studies looked at the

social nature of reading and the social influences that impact reading

Reading readiness materials:o Placed heavy emphasis on language

ability/skillso Involved visual and auditory discrimination,

sequencing, and sometimes kinesthetic exercises

1965-Present Goal of reading should be comprehension Instruction should begin with meaningful reading grounded in children’s lived experiences and interests Sight words learned first Phonics instruction should be emphasized, but contexualized, not isolated Skill instruction Controlled vocabulary in texts for mastery/repetition Readiness programs Small group work - reading groups

Basals shifted in the 1990s:o “Basalized” the activities and tools of whole languageo Placed integrated approaches at forefronto Repositioning of skills – foregrounding one component

while backgrounding another while creating optional components or modules

Other shifts:o Growing dissatisfaction with extreme positionso Changing research ideologyo Politicization of reading research and policy agendao Producing measurable results