[Reading-hall-of-fame] RHF Huey Celebration

[P. David Pearson]

great looking program!!!  Congratulations.


david

At 9:01 AM -0700 8/12/07, tsticht at znet.com wrote:
>Folks: In 2006 Rob Tierney asked me to chair a group to put together a
>program for 2008 to celebrate the 100th anniversary of Huey's classic book.
>Following is a save-the-date announcement with the program that will be
>given in Atlanta next year. Thanks to the committee members that helped
>with this. Tom Sticht
>
>
>
>Next Year! Save the Date! May 6, 2008
>International Reading Association Annual Conference
>Atlanta, Georgia
>
>Reading Hall of Fame Session:
>
>The Psychology and Pedagogy of Reading:
>A Celebration of the Work of E. B. Huey
>
>Tom Sticht
>International Consultant in Adult Education
>
>In 2008 we will come upon the 100th anniversary of E. B. Huey’s 1908 classic
>book, "The Psychology and Pedagogy of Reading."  This great tour de force
>bridged from research in reading, through the history of reading, into the
>teaching of reading. In a succinct summary of reading methods, Huey said,
>"The methods of learning to read that are in common use to-day may be
>classed as alphabetic, phonic, phonetic, word, sentence, and combination
>methods."  (p. 265 of the 1968 MIT Press reprint).
>
>A century after Huey catalogued the methods of teaching reading, his account
>is remarkably apt for the present day. In general, his alphabetic, phonic,
>and phonetic methods were grouped by Jeanne Chall under the general
>headings of "Code Emphasis" while his word and sentence methods fit well
>with Jeanne’s "Meaning Emphasis" grouping. To bring the cataloguing
>up-to-date, the "Code Emphasis" methods are today generally referred to as
>"Alphabetics" while the "Meaning Emphasis" methods are referred to as
>"Whole Language."  Huey’s "combination" methods are referred to as the
>"Balanced" approach.
>
>Unfortunately, data from the National Center for Education Statistics
>released in 2005 indicate that, despite heroic efforts, with costs easily
>in the range  of $1 trillion, the National Assessment of Educational
>Progress (NAEP), the nation’s indicator of the health of the reading
>instruction patient, has flat-lined. From 1971 up to 2004, average reading
>scores for 9, 13 and 17 year olds are so flat that if you were a patient in
>an intensive care unit and had your health monitoring indicators go as flat
>as the 30-year NAEP data you would be declared dead! This is true for
>children at the 10th, 25th, 50th, 75th, and 90th percentiles, too.
>
>The NAEP data do show that as children go up through primary, elementary,
>and secondary school, they do get better at reading across the percentile
>spectrum. But in 2004 the bottom ten percent of 17 year olds scored below
>the median for 13 year olds, and were just 6 scale score points above the
>median for 9 year olds. These poorly scoring students will no doubt be
>those who will later discover the real life importance of literacy and will
>enter into adult basic education to try to gain skills needed to support
>themselves and their families.
>
>Advance Notice to Save the Date!
>
>Often people's conference and meeting schedule for the Spring months of a
>new year start to fill up quickly. So this is a well in advance notice to
>save the date for next year. On May 6 of 2008, in Atlanta, Georgia, at the
>annual meeting of the International Reading Association, in a special
>2-hour session celebrating E. B. Huey's work, a panel of members of the
>Reading Hall of Fame will address questions such as: Do we as literacy
>educators and researchers have any better understanding about how to teach
>reading than Huey did a hundred years ago? What has reading research
>contributed to our ability to teach children across the grades from
>pre-school to high school and illiterate or poorly literate adults?
>Following is a copy of the program with titles and names of presenters. All
>those with an interest in reading are invited to SAVE THE DAY for next year
>and to come to Atlanta and help celebrate the life and work of one of
>America's great reading researchers, scholars, and communicators. For
>information about the Atlanta meeting go to www.reading.org.
>
>THE READING HALL OF FAME
>Program for the 2008 meeting of the International Reading Association in
>Atlanta, Georgia
>
>Program Title: The Psychology and Pedagogy of Reading;
>E. B. Huey  One Hundred Years Later
>
>1. Introduction to E. B. Huey's 1908 Work and the Program of the Day
>Rob Tierney, University of British Columbia, Chair of Panel
>
>This is a celebration of  the 100th anniversary of E. B. Huey’s 1908 classic
>book, "The Psychology and Pedagogy of Reading."  This seminal work covered
>research in reading, the history of reading, and the teaching of reading.
>Our panel today looks at facets of these topics to reveal relationships of
>Huey's insights to contemporary understandings of the psychology and
>pedagogy of reading.
>
>2.  Huey's Perspectives Related to Whole Language Research and Pedagogy
>Yetta Goodman, University of Arizona
>
>This presentation examines: (1) aspects of Huey's work that does or does not
>support whole language research and pedagogy and (2) an exploration of the
>research to practice continuum. In the field of reading research and
>instruction we have been leaping from research to practice without taking
>into consideration theory and knowledge about learning, teaching and
>language.
>
>3. Huey's Work on Automaticity, Fluency, and Comprehension in Reading
>Jay Samuels, University of Minnesota
>
>In 1908 Huey summarized much of what we know about reading fluency and
>automaticity. But his insights were more focused on the work of the eye in
>reading [eye movements], and on word recognition and fluency, and he really
>did not have much insight into comprehension. Regarding fluency, Huey could
>not anticipate how instruments such as the DIBELS tests would today come to
>dominate early assessment of reading by making false claims that these
>instruments test fluency. This presentation will describe the weaknesses of
>the tests and explain how teachers can measure student reading fluency using
>a method that satisfies contemporary requirements.
>
>4. Huey's Thoughts on Oral Language in Relation to  Reading
>Tom Sticht, International Consultant in Adult Education
>
>In discussing the nature of reading, Huey stated that, "The child comes to
>his first reader with his habits of spoken language fairly well formed, and
>these habits grow more deeply set with every year. His meanings inhere in
>this spoken language and belong but secondarily to the printed symbols
>." .
>This presentation examines contemporary understandings of what has been
>called "the oracy to literacy" transfer effect with children and adult
>learners.
>
>5. Huey's Work and Its Impact on Scientific Research on Reading
>Patrick Shannon, Pennsylvania State University
>
>This presentation examines the impact of Huey's work on research on  the
>psychology and the pedagogy of reading.   Huey hoped that  psychologists
>would claim the theoretical and practical center of the  reading education
>field in order to make better sense of how children  ought to be induced
>with the habits of reading. His work is considered in the context of a
>discussion about the similarities and  difference among four quotes
>regarding the role of science in the teaching of reading by William James
>(1901), Huey (1908), John Dewey (1928), and Susan Newman  (2003).
>Re-examination of Huey's work can help the field better understand current
>decisions about reading research and teaching.
>
>6. Discussant
>Alan Farstrup, Executive Director, International Reading Association
>
>A session on E. B. Huey from the Hall of Fame can form a very useful context
>for examining some of the follies and sins of the present testing and
>oversimplification mania that seems to be infecting so much of our policy
>and instructional dialog.  Huey was dedicated to "science" but in a very
>different way.  He relied on experimentation and the development of solid
>evidence in support of his theories, just as so many do today but with
>great difficulty given the sometimes narrow, selective and rigid
>application of scientific principles and techniques.
>
>Thomas G. Sticht
>International Consultant in Adult Education
>2062 Valley View Blvd.
>El Cajon, CA 92019-2059
>Tel/fax: (619) 444-9133
>Email: tsticht at aznet.net
>
>
>
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