1	1910 to 1925 From American Reading Instruction by Nila Banton Smith, pages 148-184
2	Scientific Measurement WWI—used standardized tests to see who should be officers and who should be enlisted men.
3	Silent Reading Period moved away from oral reading to silent reading and stressed meaning Cumulative momentum of this era influenced by Rousseau, Pestalozzi, Herbart, and Froebel Reading influenced by Francis W. Parker
4	Francis Parker Expression helps thought Thought is necessary for expression Distinguished between speech, silent reading, and oral reading Considered speech and oral reading to be forms of expression Silent reading was a matter of attention
5	Parker said “Many of the grossest errors in teaching reading spring from confounding the two processes of attention and expression. Reading in itself is not expression any more than observation or hearing language is expression. The custom of making oral reading the principal and almost the only means of teaching reading has led to the many errors prevalent today.”
6	Edmund Huey in 1908 said “Reading as a school exercise has almost always been thought of as reading aloud, in spite of the obvious fact that reading in actual life is to be mainly silent reading. The consequent attention to reading as an exercise in speaking, and it has usually been a rather bad exercise in speaking at that, has been heavily at the expense of reading as the art of thought getting and thought manipulating.”
7	First Standardized Tests in Reading Published in 1915
8	Textbook Publishers Had to come up with new readers that had comprehension questions Published seat work materials where children had to read silently and then respond by drawing, answering true/false questions, and complete sentences Seat work had to lend itself to “objective” checking of comprehension and speed
9	Specific Aims of Reading Reading instruction had to meet the needs of society Goal of reading instruction was “effective rapid silent reading” (Harry Grove Wheat, 1923)
10	Teachers’ Manuals Came into general use Allowed teachers some leeway with supplemental silent reading exercises, seat work, phonetics, oral reading, and correlating reading with other subjects
11	New Reading Book Content Content largely factual and informational rather than folktales, myths, fairy tales, and Mother Goose rhymes This would stimulate children’s minds Exercises checked for comprehension
12	Sample Exercise Find a blue crayon Hold up the blue crayon Draw a blue balloon I am white I am good to drink The cows give me to you I am_____.
13	Mixed Senteces For gasoline fuel use automobiles Trees on grow aok apples Feet overshoes wet prevent Houses is electricity light used to
14	Teaching Methods Presenting sentences that required action response Print on blackboard “Come to class” Point to words, talk informally to pupils Waste no words Teacher erases words from board Less timid students will do as the words indicate Tell timid students what sentence says When all of the students are in class write “Go to your seats” on board
15	"Also print short action sentences..." Also print short action sentences on board Run Jump Run and jump Teacher shows card. If child can read the card, then child can perform the activity silently. If no one can read it, teacher whispers it to some child who performs the action
16	Phonics/Phonetics Introduce sounds of letter and combinations by oral exaggeration of similar sounds in rhymes and jingles and later have children sound separate letters, diphthongs, and jingles, consisting of vowels attached to their succeeding consonant. Usually introduced during the first 3 to 4 weeks of reading instruction and considerable attention was given throughout primary grades
17	Research on Reading Greatly expanded during this period because of development of standardized tests First dissertations in reading by William S. Gray and C.T. Gray, and Anton Schmidt Dissertations looked at reading interest, silent reading, speed, content of readers, measurement of reading ability, and sensory factors