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

Erscheinungsjahr 2000
ISBN: 978-0-7623-0660-2
Verlag: Brill

Buch, Englisch, Band 8, 424 Seiten, Format (B × H): 234 mm x 156 mm, Gewicht: 767 g

Reihe: Advances in Reading / Language Research

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.

Autoren/Hrsg.

Giordano, Gerard

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

Introduction, P. Mosenthal

The role of reading in a besieged educational system
Early controversy about literacy education
Search for physical factors
Golden era of remedial reading
Tension between political and pragmatic philosophies
Skills-based approaches
Textbooks, archetypes of systemization
Language-based approaches
Literature-based approaches
Technology-based approaches
Teaching reading to persons with disabilites
Teaching reading to multicultural groups

References
Author index
Subject index