Methodology of historical research of reading instruction: Principles and criteria

Abstract

Abstract In this paper the most common, justifiable grounds for general suspicion of historical studies of reading instruction are briefly examined, and it is observed that certain of the techniques formerly employed in such research and historiography are inadequate and ought to be excluded. The point is made, however, that continued rejection of historical knowledge and research of reading instruction per se, by the academic community becomes increasingly less tenable due to the existence of steadily increasing quantities of high quality primary source documents. Secondly, the question, How can knowledge of past reading instruction enable us to have a better understanding of contemporary practices, and help to resolve current problems, is discussed. Thirdly, the advantages to the researcher of dual training, as historian and as reading educator are described. Finally, specific methodological criteria for engaging in and/or evaluating historical research in reading instruction are identified and briefly ...