Historical Timeline of Reading Theories

By Elisewajid

  • Watson is the founder of Behaviorism

    Watson suggests that human behaviors need to be studied through observable actions. (Morrow & Tracey, 2012)
  • Period: to

    Historical Timeline of Reading Theories

    This timeline depicts behavioral, developmental, and cognitive theories that have helped contribute to our current knowledge in the field of literacy.

  • Pavlov's Classical Conditioning Theory

    Pavlov's Classical Conditioning Theory provides an explanation into learned associations. A classic example is one where teachers flash the lights in a classroom and children know to become silent. (Morrow & Tracy, 2012)

  • Edward Thorndike Introduces Connectionism

    Edward Thorndike continued to explore behaviorism. He extended his research by examining how stimuli occuring after a behavior can also impact future behaviors. He believed that their were 4 laws that provided information on how to best promote learning. (Morrow et al, 2012)

  • Maturation Theory proposed by Morphett and Washburn

    This Developmental Theory in literacy noted that the optimal time to begin reading instruction for children was the age of 61/2. The theorists advised parents and educators not to teach reading until first grade. This was a prominent theory for many years and affected the instruction of millions. (Morrow et al., 2012)

  • Skinner Introduces Operant Conditioning

    Skinner continued to explore association of learning and advanced Thorndike's work. He further researched the concept of punishment and reward. He also founded the concepts of Programmed Learning and Direct Instruction. (Morrow et al, 2012)

  • Atkin and Shiffin's Model

    This model marked the development of the first Cognitive Processing Model. This model highlighted how information moves through different stages as it is processed.

  • Piaget's Theory of Cognitive Development

    Piaget was a psychologist who developed a theory that enlightened educators to the concept that a child advances through 4 stages of thought from birth through adulthood. (Morrow et al, 2012)

  • Gough's Model

    This was a Cognitive Processing Model that focused upon a "bottom-up" approach where information was processed in a sequential, linear fashion.

  • Automatic Information Processing Model

    This Cognitive Processing Model developed by LaBerge and Samuels focused on an text being an appropriate instructional level to maximize understanding. Metacognitive strategies were recognized.

  • Rumelhart's Interactive Model

    This Congitive Processing Model was the first to introduce an interactive approach, or one that depicted information being processed in multiple ways, rather than a "bottom-up" approach.

  • Holdaway's Theory of Literacy Development

    Holdaway's theory viewed learning to read as a natural developmental process that occurred with exposure to a literacy rich environment. He attested that reading would unfold in a similar manner to oral language skills. This led to the model of Whole Language. (Morrow et al, 2012)

  • Stanovich's Interactive Compensatory Model

    This Cognitive Processing Model added on to Rumelhart's Interactive Model. Stanovich believed that if one processor was not funtioning correctly, another one would compensate.

  • Stanovich's Phonological Core Variable Difference Model

    Stanovich demonstrates that the primary difference between normal and dyslexic readers is a deficit in the phological realm of cognitive functioning.

  • Stage Models of Reading

    There were several contributors to the Stage Models of Reading. This theory allowed educators to see that reading can be broken down into stages to provide greater understanding of the process. This stage focused upon alphabetic principles and word recognition. (Morrow et al, 2012)

  • Taylor's Family LIteracy Theory

    Taylor's theory explored the ways families, children, and extended families use literacy in their home and community. It emphasized the importance of the home life in a child's literacy success. (Morrow et al, 2012)

  • Emergent Literacy Theory

    The term "emergent literacy" was first introduced by Marie Clay in 1966, but later became a Developmental Theory. This theory is noteworthy as it both explains early literacy development and also provides instructional guidance. It emphasizes the connection between reading, writing, listening, and speaking. (Morrow et al, 2012)

  • Parallel Distributed Processing Model

    This Cognitive Processing Theory, developed by Rumelhart and McClelland, finds that all cognitive information is stored as a series of connections between processing units.

  • Dual Route Cascaded Model

    This Cognitive Processing Model relied upon computer simulation to describe a system where information is processed through one of two paths: one for familiar words, and one for unfamiliar.

  • Double Deficit Hypotheis

    This Cognitive Model developed by Wolf and Barnes, attempted to further explain causes of reading disabilities. In addtion to a phonological deficit, a naming speed deficit could occur as well.