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ERIC Number: ED479530
Record Type: Non-Journal
Publication Date: 2000-Aug
Pages: 46
Abstractor: N/A
Reference Count: N/A
Reading in the Twentieth Century.
Pearson, P. David
This paper discusses reading instruction in the 20th century. The paper begins with a tour of the historical pathways that have led people, at the century's end, to the "rocky and highly contested terrain educators currently occupy in reading pedagogy." After the author/educator unfolds his version of a map of that terrain in the paper, he speculates about pedagogical journeys that lie ahead in a new century and a new millennium. Although the focus is reading pedagogy, the paper seeks to connect the pedagogy to the broader scholarly ideas of each period. According to the paper, developments in reading pedagogy over the last century suggest that it is most useful to divide the century into thirds, roughly 1900-1935, 1935-1970, and 1970-2000. The paper states that, as a guide in constructing a map of past and present, a legend is needed, a common set of criteria for examining ideas and practices in each period--several candidates suggest themselves, such as the dominant materials used by teachers in each period and the dominant pedagogical practices. It also suggests other important points of comparison, such as the role of the teacher and the learner in the process of learning to read, which lie beneath the instructional surface and require deeper inferences, greater interpretation, and more unpacking for observation and analysis. The paper contends that, for each set of practices, the most difficult task will be to understand the underlying assumptions about the "nature of reading and learning to read" that motivate dominant practices in each period. (Contains 1 table and 128 notes.) (NKA)
CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259. Tel: 734-647-6940; Fax: 734-763-1229. For full text:
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Improvement of Early Reading Achievement, Ann Arbor, MI.