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Current Issues in Reading; Proceedings of the Annual Convention of the International Reading Association (13Th, Boston, April 1968), Volume 13, Part 2

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Current Issues in Reading; Proceedings of the Annual Convention of the International Reading Association (13Th, Boston, April 1968), Volume 13, Part 2 DOCUMENT RESUME ED 076 947 CS 000 519 AUTHOR Smith, Nila Banton, Ed. TITLE Current Issues in Reading; Proceedings of the Annual Convention of the International Reading Association (13th, Boston, April 1968), Volume 13, Part 2. INSTITUTION International Reading Association, Newark, Del. PUB DATE 69 NOTE 494p. AVAILABLE FROM International Reading Assn., Six Tyre Ave., Newark, Del. 19711 (Order No. 422, $3.50 non-member, $3.00 member) EDRS PRICE MF -$0.65 BC-$16.45 DESCRIPTORS Basic Reading; *Conference Reports; Content Readi:fT Disadvantaged Youth; Dyslexia; Individualized Reading; Initial Teaching Alphabet; Learning Modalities; Programed Instruction; *Reading; Reading Comprehension; *Reading Instruction; *Reading Research; Reading Skills; Remedial Reading; Teacher Education; Ungraded Schools ABSTRACT The manuscripts resulting from the seventeen different current issues in reading that were discussed at the thirteenth Annual International Reading Association Convention in Boston in 1968 are published in this volume. The topics include reading research, content area reading, speed reading, comprehension, reading skill sequence, reading instruction for the disadvantaged, visual and auditory modalities, prograiid instruction, dyslexia, teacher preparation,_ theories of remedial reading, and several specific methods of reading instruction. For each issue an objective paper that discusses the topic and presents research in regard to it, a pro paper that provides arguments and research in favor of the topic, and a con paper that offers limitations of the issue are given..The compiler-editor, Nila Banton Smith, presents a concluding chapter summarizing all of the many issues discussed and ptoviding one view of the future of reading. (TO) US MENT OP HEALTH. EDUCATION A WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVED FROM wwit THE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS 0 Oh STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF %(:) EDUCATION POSITION OR POLICY C:1 CURRENT ISSUES IN READING O Lu MLA BANTON SUffH, Editor University of Southern California ila Volume 13, Part 2 Proceedings of the Thirteenth Annual Conyention INTERNATIONAL READING ASSOCIATION Newark, Delaware 19711 TIMED FROM BEST AVAILABLE COPY INTERNATIONAL READING ASSOCIATION OFFICERS 1970-1971 Freaks': DONALD L CLELAND, University of Pittsburgh, Pittsburgh, Pennsylvania President-Elect: THEODOIUE L. HARED, University of Puget Sound, Tacoma, Washington Pest President: HELEN Huus, University of Missouri, Kansas City, Missouri DIRECTORS Term expiring Spring 1)71 William K. Durr, Michigan State University, East Lansing, Michigan Mildred H. Freeman, Urban Laboratory in Education, Atlanta, Georgia Ethel M. King, University of Calgary, Calgary, Alberta Term expiring Spring 1972 Thomas C. Barrett, University of Wisconsin, Madison, Wisconsin Constance M. McCullough, San Francisco State College, San Francisco, California Eileen E. Sargent, Nicolet Union High School, Milwaukee, Wisconsin Term expiring Spring 1973 Marjorie S. johnsoa, Temple University, Philadelphia, Pennsylvania Robert Karlin, Queens College, City University of New York,Flushing, New York Olive S. Niles, State Department of Education, Hartford, Connecticut Executive Secretary-Treasurer: RALPH C. STAIGEE, Universityof Delaware, Newark, Delaware Assistant &Wahl, Secretary: RONALD W MrrcniLL,International Reading Association, Newark, Delaware Publications Coordinator: FATE R. BeANCA, Internati-eal Reading Association, Newark, Delaware -PERMISSION TO REPINE= TIPS COPY- MIMED MATERIAL I4AS SEM GRANTED ST Copyright 1565 by the International laternstimel Rowing Aseedetiom bee. Reading Association Third Priming, Novemberon TO ERIC AND OCIDANZATIONS OPERAUNG UNDER MINEEVIEIMI WITH THE NATIONAL IN- SMOTE Of EMPATION. INIETNER REPRO. SUCTION ours= THE inc SYSTEM Ai. OUNIES OVINISMON Of THE COPTAIONT 01,101A" 1 Foreword SINCE MY FIRM BELIEF is that IRA should provide an open forum for the discussion, investigation, and evaluation of all aspects of reading, I was particularly pleased that Nila Banton Smith agreed to compile and edit this volume. The volume reflects her earnest endeavor to obtain objective evidence on major issues and at the same time provide space for pro and con viewpoints. As she indicates, this publication does not bear the burden of making evaluations. The task of judgment must be placed where it rightfully belongsin the hands of the reader. Current Issues in Reading could very well provide the frame- work for a basic course in reading or for the program of a coun- cil or reading conference. It covers all of the major aspects of reading, znd certainly reflects the thinking of leaders in the field. Smith has done a masterful job of bringing together all of the vital issues on the contemporary scene. But she also treats the reader, in her concluding chapter, to a glimpse of the future. Many thanks to Nila Banton Smith and all of the other edu- cators who have made this volume possible.It contributes a needed dimension to the current scene. H. ALAN ROBINSON, President International Reading Association 1967-1968 CONTENTS Forewordin I How Good is Research in Reading?Theodore Clymer Pro-Challenger: Walter J. McHugh 10 Con-Challenger: James C. Crewe 14 18Are We Really Improving Reading in the Content Fields? Leonard Courtney Pro-Challenger: Douglas M. Collins 35 Con-Challenger: Calton M. Singleton 40 45Speed Reading: Is the Present Emphasis Desirable?Allen Berger Pro-Challenger: Veer! G. McBride 71 Con-Challenger: Arena Gunn 79 85 Do We Apply What We Know About Comprehension? Edmund H. Henderson Pro-Challenger: Donald L Cleland 97 Con-Challenger: Helen L. Wardeberg 103 107Sequence of Reading Skills in Reading: Is There Really One? Ira E. Aaron Pro-Challenger: Arthur W. Heilman 123 Con-Challenger: Emery P. 13liesmer 125 134Reading Instruction forthe Disadvantaged: Is It Adequate? Helene M. Lloyd Pro-Challenger: Jo M. Stanchfield 148 Con-Challenger: Melvin Howards 160 165Visual and Auditory Modalities: How Important Are They? Miriam Bahnuth Pro-Challenger: Miles A. Tinker 178 Con-Challenger: Anna S. Harris 114 191How Effective is Programed Instruction in Teaching Reading? Edward Fry PrO-Challenger: Douglas G. Mon 207 Con-Challenger: Charles J. Turner 214 224 How Effective Is i.t.a. in Reading Instruction?Mildred A. Dawson Pro-Challenger: John Downing 238 Con-Challenger: William B. Gil looly 245 254Is the Linguistic Approach an Improvement in Reading Instruction? Ronald Wardbaugh Pro-Challenger: Kenneth S. Goodman 268 Con-Challenger: Ann Hughes 277 203Basal Reader Programs: How Do They Stand Today? mph C. Steiger Pro-Challenger: William D. Sheldon 295 Con-Challenger: Lyman C. Haut, Jr. 300 308 Do the Advantages of Ungraded Schools Outweigh theDisadvantages? Albert J. Kingston Pro-Challenger: Robert H. Anderson 317 Con-Challenger: Josephine B. Wolfe 322 328 What Are the Advantages and Disadvantages of Individualized Instruction?Harry W. Sartain Pro-Challenger: Evelyn B. Slobodziats 344 Con-Challenger: William K. Dust 352 357Dyslexia: Is There Such a Thing? Morton Botel Pro-Challenger: Gilbert B. Stigmas 372 Con-Challenger: Gladys Natchez 384 392What About Special Theories of Teaching Remedial Reading? Albert J. Harris Pro-Challenger: Janet Lieberman 401 Con-Challenger: James Jan-Tausch 415 419Are There Any Real Differences between Reading Instruction in the Elementary School and in High School?A. Sterl Artley Pro-Challeuger: Margaret J. Early 431 Con-Challenger: Eldon", Events 437 444 Should Colleges Change Their Curriculums in Preparing Teachers of Reading and Reading Specialists?Mary Austin Pro-Challenger: Helms Huss 452 Con-Challenger: Marion D. Jenkins)" 457 464 The Future of Current Issues in ReadingNita Banton Smith Preface AT THIS MOMENT education is at a premature collision with the future. The disturbing changes of a lifetime have been com- pressed within the past ten years. This premature collision of ed- ucation with the future is causing sparks to fly, flames to shoot, innovations to evolve. As a result, issues are seething in all as- pects of this professional field. Reading is no exception. Of course, there have been- reading issues in the past.Issues come and issues go; but reading, like the river, goes on forever, and learners continue to master the reading skill. Those who are being taught to read are such accommodating creatures that they adapt themselves to whatever method or material or philosophy the teacher wishes to use with them and carry on in the reading act entirely oblivious to reading issues. Teachers keep on teach- ing; students keep on learning; issues keep on raging. This tri- umverate is with one most of the time. At the present moment, however, issues in reading are more varied, more widespread, more gripping than at any preceding time in history. Being keenly aware of the situation in regard to current issues in reading, H. Al..n Robinson, 1967-1968 President of the Inter- national Reading Association, chose this topic for the Saturday forenoon program of the Thirteenth Annual Convention in Bos- ton, April 27, 1968. His choice was warmly approved by other officers of the organization: The program was organized and im- plemented by Nila Banton Smith, serving as general program chairman. The manuscripts resulting from the seventeen differ- ent issues that were discussed are published in this volume. The intent of the program was not to shape opinion one way or another.The intent was to inform
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