1. Integrating the Elementary
Language Arts:
A Historical Perspective
E. Jennifer Monaghan
Douglas K. Hartman
Chapter 16

2. Summary of Chapter
Era Years Themes/Events
Reading is taught before writing
The New England Primer: because it is through reading
Sequential Teaching of Reading 1620s to 1780s that the young acquire the
& Writing values (at this time, the
religious values) of adults.
In the 1730s, spelling books
emerge as the key text for
Noah Webster’s Spelling Books: American reading instruction,
Integrating Speaking & Spelling 1780s to 1840s which is based on the alphabet
with Reading Instruction method. Noah Webster’s
spellers outstrip all others in
their sales.
(Monaghan & Hartman, 2010)

3. Summary of Chapter
Era Years Themes/Events
The sterility of the alphabet
method and rote learning gives
Pestalozzianism & Child- rise to reform. Reformers
Centered Schoolbooks: invoke the child-centered
1820s to 1880s
Parallel Shifts in Reading & principles of Johann Pestalozzi
Writing Materials to introduce child-centered
reading and writing
instructional texts.
The same principles are
Francis Wayland Parker: adopted by Progressives, who
Progressivism & the Integration 1880s to 1930s integrate reading & writing into
of Literacy Instruction their curricula. Children read
what they have written.
(Monaghan & Hartman, 2010)

4. Summary of Chapter
Era Years Themes/Events
Both the Progressives & their
successful rivals, the adherents
of the scientific movement in
The Whole Word Approach: education, adopt the whole
1930s to 1970s
Disintegrating the Language Arts word approach to reading
instruction while synthetic
phonics and writing take a back
seat.
Research on language
acquisition & emergent literacy,
Integrating the Language Arts: combines with process writing,
The Impact of Cognitive 1980s to 1990s whole language, & literature-
Research based reading to renew a focus
on integrating the language
arts.
(Monaghan & Hartman, 2010)

5. Summary of Chapter
Era Years Themes/Events
New voices call for “balanced”
reading instruction, but “high
stakes” national and state
Where we Are Now: testing conflict with integrative
1990s to 2010s
In the Era of No Child Left Behind goals since they renew the
exaggerated emphasis on
reading, rather than writing
instruction.
(Monaghan & Hartman, 2010)

6. For More Information …
http://historyliteracy.org