The Critical Missed Step
by
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What was this watershed and enormously harmful change which has been misunderstood and ignored for so very long, for some 200 years? Before answering that question, something should be considered that has been very truly said. It is that, in order for an answer to a question to be understood correctly, an inquirer must already know about 90% of the answer that is to be given. Therefore, it will be worthwhile first to review some of that necessary 90% background of knowledge.
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About the Book
The root cause for present-day literacy problems has never been seriously considered. This book attempts to explain the facts.
About the Author
As a third-grade teacher, Geraldine E. Rodgers was appalled by the reading inadequacies of the children arriving at third grade after having “learned” to read with the standard sight-word readers. To study the problem, she took a sabbatical leave in 1977 to observe first graders and to test over 900 of the resultant second graders in their own languages, in the United States, Holland, Sweden, Germany, Austria and France. She found that two dominant and quite different types of readers resulted, from differences in beginning first grade methods. She then spent the following thirty or so years researching the history of the teaching of reading, in the Library of Congress, Harvard University, the British Library in London, and many other sources, and as a result has published a 3-volume history, and four other texts concerning the problem..