In this episode, we take a deep dive into the work of several influential researchers in the early days of the science of reading. These pioneers of literacy research paved the way for the development of evidence-based instruction of today and played major roles in advocating for effective, equitable literacy instruction for all students. Plus, hear from:
- Natalie Wexler (Twitter: @natwexler), author, The Knowledge Gap
- Dr. Fumiko Hoeft (Twitter: @FumikoHoeft), director, University of Connecticut Brain Imaging Center
- Dr. Maryanne Wolf, author, Proust and the Squid: The Story and Science of the Reading Brain and Dyslexia, Fluency, and the Brain
- Nina Lorimor-Easley, assistant director for education and outreach, Iowa Reading Research Center
- ... & more!
Episode transcript and sources
https://irrc.education.uiowa.edu/transcript-and-sources-novel-idea-episode-4
A Novel Idea website:
06/29/23 • 39 min
A Novel Idea: The History of the Science of Reading - 4: Phonics Fights Back
Transcript
Between the 1930s and the late 60s, the look-say method dominated classrooms across America. Explicit decoding instruction was actually banned in many schools, and teachers instead used the look-say approach, teaching children to read by looking at pictures and making guesses based on context clues, leaving the country’s literacy proficiency rates to suffer the consequences. At this point, you might be wondering: why did it take so long for someone to figure out that something was wrong? Was
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