1	1925-1935 From American Reading Instruction by Nila Banton Smith, pages 185-246
2	Period of Intense Research New emphasis in public schools that embraced silent reading, speed, reading disability, and other innovactions
3	Two Divergent Opinions One group of theorists believed that children should be given practice on sequenced skills that are carefully planned by an adult The other group was convinced that learning best took place when the child was allowed to carry out his/her own purposes, meeting and solving problems within the context of experience and through own activities
4	Research of the Era Looked At How adults used reading in their lives Children’s reading interests
5	Approaches to Reading Varied approaches to teaching reading and included Reading charts composed by children Reading Mother Goose rhymes, plus stories composed by the children Reading and performing action sentences plus reading stories composed by children about pictures Dramatizing the pictures and phrases and sentences concerning them Telling the first book story, then dramatizing and reproducing it Reading from prepared charts containing the early primer vocabulary
6	Phonics Some teachers believed phonics instruction to be misplaced and that it had no value. No textbook series abandoned phonics completely
7	Key Figures Gates—Work Play Books Gates against phonics drills in isolation and in favor of practice exercises in which children had to discriminate among word forms in meaningful settings. Favored systematic, sequential instruction
8	"Pennel and Cusak—phonics," Pennel and Cusak—phonics, when wisely taught, is justified for most children because it provides independence in the recognition of words