In the fall of 2010, I researched the history of reading instruction in the U.S. I read the research, theories and approaches of educators and psychologists, and looked for two specific aspects: (1) What undertandings of linguistics are evident amongst these historical discussions of reading instruction? and (2) How do discussions of spelling and writing surface within these considerations of reading and its instruction?
Through this research, I examined when and how linguistic inaccuracies have secured a foothold in written language pedagogies. This page features my responses to these readings, the findings of my historical research, and my questions for further research.
This page has the following sub pages.
- The History of the Science of Reading: Huey and the Psychology of Reading
- The History of the Science of Reading: Huey and the Pedagogy of Reading
- The History of Progressive Reading Instruction in the US: Shannon and the Struggle to Continue
- The History of Testing Reading: Farr and What Can Be Measured?
- The History of Early Reading and Writing Instruction: Harste, Woodward, and Burke and the Naturalness of Writing
- The History of the Science of Reading: Heath and Teachers as Ethnographers
- The History of the Science of Whole Language: Goodman and Smith and Science and Nature
- The History and the Science of Reading: Wolf, Reading and the Brain