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HISTORY OF LITERACY

INSTRUCTION IN SPANISH AND IN

ENGLISH

Maria Reyes

EDRL 487

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SYNTHETIC METHODS

Reading was taught using a synthetic, part to whole approach for

more than 2,000 years beginning with the ancient Greeks.

Children were taught to read by

- identifying letters

- Then syllables

- Isolated words

- Phrases- Finally whole texts

Recitation, memorization, and careful pronunciation were

important parts of pedagogy.

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HISTORY OF EARLYSPANISH AND READING

METHODS

During early times in Europe, literacy was

restricted to the upper classes and members of

church.

1660s the Spanish wanted to educate people inreligion.

Priest in religious schools devised methods to

educate the common people.

In the New World reading was also the provinceof the church.

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SILABARIO DE SAN MIGUEL 1770S

Was developed in Mexico to teach both religion

and Spanish to the masses, including the

indigenous people.

There were 4 parts to the Silabario1- presented the vowels, which students practiced

reciting orally

2- vowels were combined with consonants into

syllables for oral practice.3-Students learn alphabet

4- students read ( repeated) individuals written

words separated into syllables.

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ANALYTIC METHODS (COMENIUS)

Early 17th century

Orbis pictus

Starting with the whole rather than the parts.

Goal was to educate universally (even girls)

Comenius saw literacy as the central to students

access to knowledge

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BLOCKMETHOD

Used whole words that were later broken down

into their parts.

Method introduced in Mexico in 1899 by

Rebsamen. This method continuous to influence the way

reading is taught in Spanish.

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EARLY METHODS FOR TEACHING ENGLISH

IN THE UNITED STATES

Just like in Europe and Latin America, reading

instruction was strongly influenced by the

church.

Approaches to teaching reading in the UnitedStates were largely didactic, consisting or oral

reading of texts with morals and lessons.

- Exceptions

-

1875 to 1880 Quincy School in Massachusetts,lessons were connected to students lives and

interests.

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1950 SPUTNIK

Progressive education attacked

A call for more direct teaching of academic

content and a demand for results.

Reading dominated by whole word method. Teachers used basal readers.

1960 Head Start

-give all children an equal chance at education.

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1970

Children moved independently trough series of

more and more difficult texts, working on specific

skills.

rewards = correct answersAdditional practice = wrong answers

Educators began to regard reading and writing

as dynamic, interactive and social.

Students encouraged to read good literature. Emphasis on connecting reading with writing

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1990

The Age of Reading for Social Purpose

Critical literacy- literacy that helps readers

understand their own history and culture and

how they fit into and also shape social structures. Reading for pleasure, academic enrichment, to

develop a greater awareness of their role in social

structure.

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SOCIOPSYCHOLINGUISTICS IN LATIN

AMERICA

Sociopsycholinguistics = constructivism in Latin

America.

Philosophy of constructivism builds on both the

background of the student and knowledge of theteacher.

Education was looked at more broadly, and

social, cultural, and political issues were seen as

central to teaching and learning.