1. The Period of Intensive Research and Application 1925 - 1935

2. 1925

3. The Roaring Twenties

4. The Jazz Age

5. The Era of Wonderful Nonsense

6. The Age of New Freedom

7. The Get-Rich-Quick Era

8. The Golden Sports Age

9. The Monkey Trial

10. Prohibition (1920 – 1933)

11. The Lawless Decade

12. Black Tuesday October 29, 1929

13. The Great Depression

14. The Great Depression Continues

15. Change in Leadership Herbert Hoover Franklin D. Roosevelt

16. 1925 1935

17. Focus of Reading Objectives Promote intelligent citizenship Create a permanent interest in reading Develop the attitudes, habits, and skills that are essential to reading

18. Innovations/Trends Supplemental books Work pads Preprimers More choices for teachers Readers changed colors and pictures techniques Vocabulary reduction in readers Realistic stories dominated readers

19. New Developments Broader objectives Activity Programs Research Readiness concept Development in diagnosis Supervisors of reading Interest in high school, college, and adult reading

20. Behaviorism Theorists

21. Edward Thorndike He published a seminal study in 1927 titled The Law of Effect, and in 1934, titled The Influence of the Repetition of a Situation. This study focused on the influence of repetitions and how the “after effects” or consequences influence learning. He wrote The Teacher’s Word Book, which provided a list of vocabulary words. Writer’s of textbooks took great care to have the vocabulary of their primers and first readers consist of words from this list.

22. Ivan Pavlov – John Watson During a 1920s study, Pavlov discovered that his dogs learn through association which helped in creating his classical conditioning theory. Watson applied Pavlov’s theory to humans.

23. Constructivism Theorists

24. John Dewey Reading readiness Activity programs

25. Williams S. Gray Advocated John Dewey Co-authored The Curriculum Foundation Series Promoted teacher education

26. Arthur I. Gates Developed the Work/Play Books Supported individualized instruction and flexible grouping Studied children’s interests in reading Discussed the need of prevention of reading difficulties

27. Conflict of Educational Theories “One group believed that children should be given practice on sequential skills carefully planned by an adult. The other group was convinced that learning best took place when the child was permitted to carry out his own purposes, meeting and solving attendant problems within the context of his own experiences and needs and through the medium of his own activities.” (American Reading Instruction, p. 186)