An Essential History of Current Reading Practices

Chapter One Highlights Reading in Perspective

from the bookAn Essential History of

Current Reading PracticesPresented by:Susan Martin

The Era of Conditioned Learning1650-1965Post WWII brought changes in teaching

reading due to a large influx of baby boomersBy sheer volume, larger amounts of students

brought with it more varied reading problems/challenges

The Space Race- America fears failurePopularity of Flesch’s book Why Johnny Can’t

Read – touted phonics over look-say method of reading

Phonics soared in popularity

The Era of Conditioned Reading1950-1965Reading became linked to behaviorismResearchers began to “deconstruct” reading

into specific elements and sequencesReading problems were labeled “deficiencies”

and “diagnosed” like a physical illnessWhole Word vs. Phonics debates beganSome researchers began to call for balance in

reading instructionReading problems persisted despite heavy

phonics instruction

The Era of Natural Learning 1966-1975Cognitivism began began to rise as the dominant

theory of learningInterest increased in how the human mind workedLarge scale studies- such as the First Grade

Reading Studies by Bond & Dykstra in 1967 began to influence approaches in reading instruction

Linguists & psycholinguists began to influence the field of reading instruction

The belief that reading was linked to an innate capacity for language learning (linguistic)

The Era of Natural Learning 1966-1975Also emerging was the belief in a natural

communicative power between reader and text that was aesthetic and holistic in nature (psycholinguistic)

These perspectives provided a more “natural” view of reading than the previous era

Reading became viewed as a process of meaningful use rather than mindless repetition

Diagnosis of reading problems moved from correcting underlying problems (“deficiencies”) to understanding how readers interpreted alternative interpretations of written text

The Era of Information Processing1976-1985Growing research and attention was being focused on

the workings of the human mindFederal funding of reading research began to increaseThus the areas of reading research and interest in how

the mind works merged to produce research on how reading occurs in the mind

Researchers roots were in cognitive psychologyLearning as “natural” was replaced with a computer

replica of the brainAn Important legacy of this era was findings on

background knowledge and how it affects comprehension, interpretation and recall of material

The Era of Information Processing1976-1985Focus on text structures and strategies to aid

comprehension evolved in this eraSchema Theory was introduced by Rumelhart

(1980) and is still a major contribution to the fieldCritics of this era still held to the belief that

reading was “natural & holistic”Other critics worried that reading was becoming

viewed as only “information getting” and fought for the recognition of the aesthetic value of reading for pleasure

The link between reading and writing began to be explored in earnest

The Era of Sociocultural Learning1986-1995A constructivist approach to reading began to replace the

computer model of learningThe works of Vygotsky, Lave and others began to gain

popularityThis lead to increase in ethnological and qualitative studies,

as well as studies on literacy practices in natural settingsA mounting distrust for formal, individual knowledge began

to take holdThe process of learning began to appear to matter the mostThe word knowledge took on a new meaning- it was now

believed that knowledge did not always mean learningThrough research on persuasion, it was found that strong

opinions/beliefs based on little knowledge made reader’s resistant to the author’s message.

The Era of Sociocultural Learning1986-1995Also, awareness of information conflicts gained inside and

outside of school came to lightMore attention to understanding different social and

cultural groups began be a focusLiteracy practices within specific content areas, such as

science and math became a research focusThere was a general consensus in the field that contextual

and social forces mattered greatly in readingThere were a few in the field that also believed the concept

of knowledge or individual knowledge had no place in literacy.

It was now believed that misinformation or misunderstanding could actually impede learning

The Era of Engaged Learning1996- presentA heightened awareness of hypermedia and classroom

discourse have transformed conceptions of text, the reader, and learning with and from texts

Reading no longer linear; part of daily life in all forms of technology

Reading viewed as more interactive than ever and includes discussions on traditional and alternative forms of text

Motivation research began to infiltrate reading in the late 1990’s and brought consideration of the learner’s interests and goals which eventually came to the forefront of the learning experience

Reading moved from aesthetic responses to literature to “engaged” learning; the student was reconceptionalized as an “engaged learner”

The Era of Engaged Learning1996- presentResearchers can no longer ignore that reading relates to all

learners of differing ages and abilities, not just struggling readers

Research began to look at reading as a lifelong experiences that continues to change and develop over a lifetime

Learning with and learning in reading became a focus that had been overlooked in the past

An undercurrent of identifying, teaching and remediating underlying reading sub-skills has emerged in recent years and is a product of high-stakes testing

The undercurrent is fueled by influential researchers in the field, especially those interested in special education and struggling readers

Historical Lessons Learned…A Final Thought The character of reading research is fluid and

shaped by those in the community at the time. Prevailing trends within reading research reflect prevailing trends outside the field. Certain fundamental issues occur and reoccur across the history of reading research and practice. The eras of reading research reveal a changing emphasis on physiological, psychological and social variables. The cycle of changes observed in the history of reading research suggest developmental maturation in the field.

ReferenceFresch, M. (2008). An essential history of

current reading practices. (pp. 12-32). Newark: International Reading Association.