The learning of modern languages in primary school (PL) was recently promoted to statutory status in the curriculum of England and Wales, but practice remains patchy. Low PL capacity amongst primary school teachers and constraints on curricular time persist. Viewed through the lenses of policy, learning theory and context, current PL practice can…

Reviews the history of phonics and whole word instruction, arguing that students' reading proficiency does benefit from learning fundamentals of phonics. (HTH)

Contains a historical view of decoding and discusses what it means for teachers of phonics. (RB)

Presents a modified replication of Austin and Morrison's classic 1963 study of the status of U.S. public school elementary reading instruction. Discusses how school and classroom libraries in the 1990s are more prevalent and better equipped, and how changes in programs and philosophy are common in the late 1990s, unlike in the 1960s. Appends the…

The major theory examined in this paper is that the increasing problem of illiteracy in the United States may be due to a faulty method of teaching reading. The causes of the illiteracy problem and possible solutions are explored using evidence from reading research and classroom results. The following topics concerning the teaching of reading are…

Phonics has been taught from the time of the ancient Greeks to make the written language more accessible. The first task of learning to read is learning to recognize in print the language used in speech. As a result of many studies conducted during the 1960s which demonstrated the effectiveness of phonics, its use as an instructional method…

Examines the history of California's reading program, reviewing its change to a literature-based approach and then back again to a phonetic- or skill-based one. Reviews key factors influencing California policy and speculates about the future of the state's reading program. (TB)

William S. Gray, Professor of Education and Dean of the College of Education at the University of Chicago, began work in 1929 on a major revision of the "Elson Readers," a popular basal series published by Scott, Foresman and Company. Organized around the daily life of two ordinary children, the "Dick and Jane" readers…

"Decodable text" devotees say phonics is scientifically superior to the whole-language approach, which supposedly lacks research validation. However, 60 years of research supports holistic, literature-based approaches to literacy. Whole-language instruction is further validated by research on independent reading, cooperative learning, Reading…

Intended for reading teachers and teacher educators, this book provides an analysis of 12 fallacious beliefs thought to be responsible for the perpetuation of ineffective and inappropriate approaches to reading instruction. The introduction looks at the dangers of the myths that underlie reading instruction, discusses how the myths arise out of an…