EDC565 Reading Guide Week 3
A Historical Perspective on Reading Research and Practice (Patricia A. Alexander & Emily Fox)
Conditioned Learning (1950 - 1965) / Natural Learning(1966 - 1975) / Information Processing
(1976 – 1985) / Sociocultural Learning
(1986 – 1995) / Engaged Learning
(1996 – Present)
Conditions for Change:
o / Conditions for Change: / Conditions for Change:
o / Conditions for Change: / Conditions for Change:
Guiding View:
o / Guiding View:
o / Guiding View:
o / Guiding View: / Guiding View:
o
Conditioned Learning (1950 - 1965) / Natural Learning
(1966 - 1975) / Information Processing
(1976 – 1985) / Socio-cultural Learning
(1986 – 1995) / Engaged Learning
(1996 – Present)
Resulting Principles:
o / Resulting Principles: / Resulting Principles: / Resulting Principles: / Resulting Principles:
o
Rival Views of Learner and Learning Process:
o / Rival Views of Learner and Learning Process:
o / Rival Views of Learner and Learning Process: / Rival Views of Learner and Learning Process:
o / Rival Views of Learner and Learning Process:
o
Emergent premises: Lessons of the past 50 years
Premise noted in the text / Lesson for your own thinking and reflection…1.
2.
3.
4.
5.
First Grade Studies: (Bond & Dystra, 1967). Authors prophesized a moratorium on “race-horse studies” by finding “it all depends” – but pretty much any alternative (basal plus phonics, phonics-first, linguistic, special orthography, or language experience) was, on balance, superior to the “whipping post” of the First Grade Studies, the conventional look- say basals popular in the early 1960s); Findings also highlighted important issues to consider when conducting and reading research: (a) include multiple measures; (b) appropriate control groups are difficult to define; (c) appropriate statistical analysis (e.g., correlations or means/ANOVAs) should fit research questions; (d) novelty (Hawthorne effect) can affect/compromise findings; (e) treatment fidelity is a common problem in large-scale research.