PREFACE AND

CHAPTER 1
BY:
J E N N I F E R D AV I S
K AT I E WA R R E N

PREFACE
We compare this learning journey to traveling
along the reading superhighway with the
destination being a richer understanding of reading
instruction: how it has been taught in the past, the
disciplines that have contributed to the study of
reading along the way, and the new frontiers into
which the field is migrating.
(Cobb & Kallus, 2011)

INTERNATIONAL READING ASSOCIATION

STANDARDS
Standard 1: Foundational Knowledge
Standard 2: Curriculum and Instruction
Standard 3: Assessment and Evaluation
Standard 4: Diversity
Standard 5: Literate Environment
Standard 6: Professional Learning and Leadership

THEORETICAL MODELS AND

PERSPECTIVES
How are they similar?
In what ways do they
differ?
How will they impact your
own practice as a literacy
teacher?

THINK ABOUT IT
AND
CONNECTING.

HISTORICAL FOUNDATIONS
OF READING

In order to know where you are

going, you need to know where you
have been.
(Cobb & Kallus, 2011)

CHAPTER 1
Historically the nature of literacy has
changed through different historical and
cultural contexts as the technologies of
information and communication have
changed

(Leu, 2001, p. 745)

THE EARLIEST FOUNDATIONS

The Long Pilgrimage of Reading
Iconography
Recordkeeping
Hieroglyphics

THE ALPHABET AND EDUCATION

Symbols moved from word representation to
letters or sounds
Greeks
Middle Ages
The Renaissance

EARLY EDUCATION
IN THE UNITED STATES
Chores
Bible
Hornbooks
Lack of Education

READING
IN THE UNITED STATES CURRICULUM
Revolutionary America to Civil War
1830s

Post-Civil War
1872
1886

QUESTIONS OR COMMENTS?

REFERENCES
Cobb, J. B., & Kallus, M. K. (2011). Preface and Chapter 1. In
Historical, Theoretical, and Sociological Foundations of
Reading in the United States (pp. xvii-12). Boston, MA:
Pearson Education, Inc.