Twentieth-Century Reading Education : Understanding Practices of Today in Terms of Patterns of the Past

by Giordano

• ISBN13: 9780762306602
• ISBN10: 0762306602
• Format: Hardcover
• Copyright: 2001-02-02
• Publisher: Elsevier Science & Technology

Summary

This book examines twentieth century reading education. Among the major educational issues, reviewed are testing, diagnosis, individualized education, textbooks, readability, multiculturalism, bi-lingualism, disability, and technology. The book explores attempts by educators and psychologists to answer theoretical as well as practical questions about why only some students developed literacy skills. It examines the efforts to prevent reading failure as well as to aid those learners who had not learned to read. The four types of remedial programs explored are skills-based, language-based, literature-based, and technology-based. The book identifies the social, emotional, physical, and cognitive factors that have been linked to remedial reading instruction. Based on a review of more than 3000 primary sources from the 1800s to the present, extensive quotations have been integrated into the text to give readers a sense of intellectual involvement with the educators who are discussed.

Table of Contents

Introduction	xiii
Peter B. Mosenthal
Foreword	xix
The Role of Reading in a Besieged Educational System	1	(12)
Criticism of Education	2	(4)
Advocacy for Education	6	(2)
Importance of Reading	8	(3)
Summary	11	(2)
Early Controversy About Literacy Education	13	(52)
Nineteenth-Century Controversy over Reading Materials	14	(11)
McGuffey Readers	16	(6)
Popularity of Other Reading Series	22	(3)
Early Functional Reading Materials	25	(8)
Changes in Attitudes During the Late 1800s	28	(2)
Functional Reading in the 1900s	30	(3)
Nineteenth-Century Controversy about Methods of Reading Instruction	33	(6)
Eclectic Approaches	39	(5)
Disputes Among Zealots	44	(10)
Individualized Instruction	54	(8)
Initial Sense of Identity for Remedial Reading	61	(1)
Summary	62	(3)
Search for Physical Factors	65	(34)
Beginning of Individualized Diagnosis	65	(9)
Increased Popularity of Academic Tests	66	(3)
Increased Popularity of Individualized Reading Tests	69	(5)
Link to Visual Perception	74	(1)
Hygiene of Reading	75	(2)
Diagnostic Interest in Eye Movements	77	(13)
Remedial Eye Training	82	(3)
Criticism of Eye-Movement Research	85	(2)
Response to Criticism	87	(3)
Link to Neurology	90	(6)
Early Criticism of Neurological Research	94	(1)
Continued Interest in Neurological Research	94	(2)
Summary	96	(3)
Golden Era of Remedial Reading	99	(18)
Initial identity for Remedial Reading	101	(4)
Estimating the Need for Remedial Reading Programs	102	(1)
Grouped Remedial Reading Instruction	103	(2)
Remedial Reading Emerges Decisively	105	(6)
Grace Fernal	105	(2)
Marion Monroe	107	(3)
Harris' Remedial Reading Textbook	110	(1)
Clinical Approaches to Reading	111	(4)
Summary	115	(2)
Tension Between Political and Pragmatic Philosophies	117	(72)
Liberal Political Approaches Prior to World War II	119	(16)
Publication of The Social Frontier	126	(4)
Attempts to Moderate Revolutionary Rhetoric in The Social Frontier	130	(5)
World War II and Conservative Political Approaches	135	(13)
In the Wake of the War	141	(6)
Disputing the Literacy Crisis	147	(1)
Post-World War II Liberal Political Approaches	148	(8)
Freire, an Arch Politician	152	(3)
Other Political Theorists	155	(1)
Attempts to Restrain Political Approaches	156	(4)
Attempts at Reconciliation in Reading Education	158	(2)
Pragmatic Philosophy	160	(4)
Origins of Pragmatism	161	(3)
Examples of Progressive, Nonpragmatic Educators	164	(4)
Dewey's Resolution of the Political---Pragmatic Controversy	168	(16)
The Political Transformation of Progressive Education	170	(3)
Prevalence of Progressive Instructional Innovations	173	(3)
Demise of Progressive, Politicized Education	176	(6)
Dewey Embraces Pragmatism	182	(2)
Several Pragmatic Educators	184	(4)
Summary	188	(1)
Skills-Based Approaches	189	(14)
Systemization in Education	192	(10)
Proponents of Systernalized Reading Instruction---After 1900	193	(2)
Proponents of Systernalized Reading Instruction---After 1930	195	(2)
Proponents of Systernalized Reading Instruction---After World War II	197	(1)
Proponents of Systernalized Instruction---After 1950	197	(2)
Proponents of Systematized Reading Instruction---After 1960	199	(1)
Later Proponents of Systemized Reading Instruction	200	(2)
Summary	202	(1)
Textbooks, Archetypes of Systemization	203	(28)
Early Criticism of Textbooks	204	(1)
Defense of Textbooks	205	(3)
State-Published Textbooks	208	(2)
Evaluation of Textbooks	210	(2)
Enduring Popularity of Textbooks	212	(4)
Enduring Criticism of Textbooks	216	(2)
Supplementary Materials	218	(1)
Adaptation of Skills-Based Materials	219	(3)
Analyzing Skills-Based Materials	222	(8)
Early Readability Analyses---1920s	224	(2)
Readability Analyses---1930s	226	(1)
Later Readability Analyses	227	(1)
Practical Readability Formulas	228	(2)
Summary	230	(1)
Language-Based Approaches	231	(24)
Language-Based Activities from the 1920s through the 1950s	232	(6)
Language-Based Instruction---After the 1930s	234	(1)
Language-Based Instruction---After the 1940s	235	(2)
Language-Based Instruction---After the 1950s	237	(1)
Progressive Education and Language-Based Instruction	238	(4)
Language Experience Approaches Link Between Language Experience and Skills-Based Instruction	242	(6)
Defining the Whole Language Approach	248	(5)
Remedial Whole Language	251	(2)
Summary	253	(2)
Literature-Based Approaches	255	(18)
Bibliotherapy as Science	257	(3)
Nonscientific Approaches to Bibliotherapy	260	(1)
Literature-Based Programs in the Schools	261	(9)
Precursors of Literature-Based Programs in the Schools---1800s	261	(1)
Procursors of Literature-Based Programs in the Schools---Early 1900s	262	(3)
Literature-Based Programs in the Schools---1930s	265	(2)
Literature-Based Programs in the Schools---1940s and Beyond	267	(1)
Selecting Books for Literature-Based Programs in the Schools	268	(2)
Storybook Reading	270	(2)
Summary	272	(1)
Technology-Based Approaches	273	(20)
Early Technology	274	(1)
Early Technology-Based Instructional Strategies	275	(9)
Readio-Based Education	275	(5)
Television-Based Education	280	(1)
Criticism of Radio-Based and Television-Based Education	281	(3)
Computer-Based Instructional Strategies	284	(4)
Using Computers to Individualize Instruction	287	(1)
Instruction Linked to Communication	288	(4)
Summary	292	(1)
Teaching Reading to Persons with Disabilities	293	(22)
Early Twentieth Century Literacy Programs	295	(5)
Literacy Programs After 1920	296	(2)
Literacy Programs After 1930	298	(2)
Early Opponents of Segregated Programs	300	(3)
Recent Opposition to Segregated Programs	302	(1)
Specific Learning Disability	303	(10)
Twentieth-Century Reports	304	(2)
Reports after 1920	306	(1)
Influence of Werner and Strauss	307	(2)
Link to Heredity	309	(1)
Continued Confusion about Specific Reading Disability	310	(3)
Summary	313	(2)
Teaching Reading to Multicultural Groups	315	(18)
Hostility to Immigrants during the 1800s	316	(1)
Hostility to Immigrants during the Early 1900s	317	(2)
Programs for Adult Immigrants	319	(4)
Programs for School-Age Multicultural Groups---Prior to 1940	323	(2)
Programs for School-Age Multicultural Groups---After 1940	325	(6)
Summary	331	(2)
References	333	(44)
Author Index	377	(14)
Subject Index	391