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Essay / Research Paper Abstract
A 6 page paper. One writer developed a historical framework that illustrated four ages of reading pedagogy. These are used as the basis for the historical account of reading education. The writer also includes major theorists in the discussion, such as Noah Webster, John Dewey and Norm Chomsky. A history of reading education would not be complete without mentioning the decades old debate of phonics versus whole language. Finally, the essay considers the major trend in literacy and reading programs. Bibliography lists 6 sources.
Page Count:
6 pages (~225 words per page)
File: MM12_PGrdnhst.rtf
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Unformatted sample text from the term paper:
Turbill says in this framework, she is talking about "a developmental metaphor" (Turbill, 2002). The four ages, in Turbills perception and experience are: 1. The age of reading as decoding.
This age endured from the 1950s to the early 1970s. It was a time before so much was known about learning styles, thus, reading instruction was based on teachers own
styles and the focus was teaching children the ability to decode words. As Turbill said, "Our focus in teaching reading in the early years was on teaching skills including directionality,
visual and aural discrimination, sound-symbol relationship (phonics), and word recognition. Our understanding of the reading process focused on decoding, or what we might now call "using the graphophonic cueing system"
(Turbill, 2002). Comprehension would naturally follow the ability to decode. It was a method and approach that was in synch with the political, economic and social age of the
time (Turbill, 2002). 2. The age of reading as meaning making. This age began in the mid-1970s. Dorothy Watson, Jerry Harste, Connie Weaver, Brian Cambourne and others were promoting the
need for students being able to make meaning of what they were reading. Frank Smith and others talked about "reading behind the eye" which meant that there was more to
reading than decoding. Reading was perceived now as a process. The key motto was "reading for meaning" (Turbill, 2002). 3. The age of reading-writing connections. This began around the 1980s.
Computer technology was moving into schools. Reading programs, Big Books, and other books filled classrooms. Since children seemed to be reading more, the emphasis became writing and the writing process.
Donald Graves and others demonstrated that young children could write. The field began to focus on the connections between reading, writing, and spelling. By the end of the 1980s, however,
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