Abstract
This study queried members of the Reading Hall of Fame about elementary school reading instruction. Results from closed and open items revealed three major themes: (a) a neo‐traditional view toward the teaching and learning of reading; (b) frustration with the fadism and ideological debates in the field; and (c) the necessity of enhancing teacher knowledge at the university and in public school settings. The perspectives of Reading Hall of Fame members of today were then compared to those of prominent reading educators of the past (Morrison, 1963), revealing both similarities and differences in the evaluation of elementary reading education then and now.
Published Version
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