"A Comparative Study Between Hi Intensity Reading Systems and Tradition" by Constance A. Weber
 

Date of Award

11-1974

Degree Type

Master's Essay - Restricted

Degree Name

Master of Education (MEd)

Department

Education

First Advisor

Margaret C. Gillespie

Second Advisor

Edward F. De Roche

Abstract

For many years now, the acquisition of reading skills has been a perennial concern to the public and the educators of this country. Many students, after having completed 10-12 years of public instruction, leave our schools without attaining literacy. This was specifically brought to everyone's attention with the publication of Rudolph Flesch' s Why Johnny Can't Read in 1955. Flesch challenged the prevailing sight method strongly and clearly. He advocated a quick return to the phonic approach. He, however, advocated this as his only method of teaching reading. We, in the field, know this is not the only method of teaching reading but rather only one of the successful approaches. Since 1955, then, there has been a barrage of studies dealing with "best method." To this end we have Terman and Walcutt's Reading--Chaos and Cure (1958), Walcutt's Tomorrow's Illiterates (1961), Chall's Learning to Read, the Great Debate (1967) and innumerable others.

Comments

A Master's Essay Submitted to the Faculty of the Graduate School, Marquette University, in Partial Fulfillment of the Requirements for the Degree of Master of Education, Milwaukee, Wisconsin

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