The Evolution of Reading Instruction: Historical Timeline from Ancient Egypt to Modern Practices

1. Reading: Historical Timeline By Laura Duell

2. 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: • Sheet of paper (3 in x 4 in) fastened to thick paddle-shaped board • Translucent sheet of horn covered the paper to “save from fingers wet the letters faire.” • 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

3. 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

4. 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 language 2.) Developed loyalty to the new nation 3.) Instilled virtues/morals necessary for good citizenship

5. 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

6. Basal readers changed- • Elocution lessons began to disappear • Moralist and information selections diminished • Mother Goose and folktales used for the first time • Cloth covers replaced cardboard covers • Colored pictures used for the first time

7. 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

8. 1935-1950 • The radio became a “threat” to reading • Fears that listening to the radio, viewing movies, and reading comics would reduce interest in reading • 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

9. 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: • Placed heavy emphasis on language ability/skills • Involved visual and auditory discrimination, sequencing, and sometimes kinesthetic exercises

10. 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

11. Basals shifted in the 1990s: • “Basalized” the activities and tools of whole language • Placed integrated approaches at forefront • Repositioning of skills – foregrounding one component while backgrounding another while creating optional components or modules • Other shifts: • Growing dissatisfaction with extreme positions • Changing research ideology • Politicization of reading research and policy agenda • Producing measurable results