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- W2495554420 abstract "Beginning reading instruction in the twentieth century was riddled with controversy. Jeanne Chall's (1967) classic work, Learning to Read: The Great the Debate, captured the intensity of the positions. Chall described competing methodological approaches using both contemporary and historical lenses. Her analysis of the content of commercial materials and the research findings on competing approaches to instruction not only revealed the nature of the controversy but provided a frame for much of the research over the next two decades. Scholarly debates centered on the relative virtues of Method A vs. Method B (e.g. whether the basal text approach is better than the language experience approach, or whether either of those two approaches is better than a literature-based approach). The Grade Studies (Bond & Dykstra, 1967), one of the first major programs of large-scale reading research supported by the Federal government, examined this classic Method A vs. Method B structure but failed to reveal any 'best method'. Instead, results suggested that the 'quality' of the teaching and teacher seemed to make the difference in beginning reading instruction. Undeterred by the findings from the First Grade Studies, academic and public debates over reading methods and effectiveness continued unabated." @default.
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- W2495554420 date "2004-12-14" @default.
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- W2495554420 title "Beginning reading instruction: Moving beyond the debate over methods into the study of principled teaching practices" @default.
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- W2495554420 doi "https://doi.org/10.1016/s1479-3687(01)80022-5" @default.
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