Abstract
This chapter aims at discussing several aspects of the “methods issue” rather than at offering a systematic review of the specialized literature. It will: (1) distinguish, in terms of cognitive processing, between the notions of learning to read and write and of literacy development; (2) consider learning to read and write in the context of previous and subsequent developmental stages; (3) recall the history of the methods used to teach reading and writing abilities, in connection with social and cultural contexts; (4) contemplate the training of parents and teachers for, respectively, educating their children for literacy, and teaching their pupils to read and write.
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Notes
- 1.
John Adams, third president of the USA, wrote that direct democracy, i.e. by the people, is arbitrary, tyrannical, cruel, that the people cannot judge, act or think, and that the destiny of the poor is the work, whereas the rich are qualified for the superior functions given their education, independence and leisure.
- 2.
Noah Webster, who, before Lincoln, defined democracy as the government of the people for and by the people – although later on he considered people, equality, and democracy as “metaphysical abstractions” –, was formerly a free mind, abolitionist, federalist, who eventually converted to Calvinism, wanted language to serve and to fear God necessary to social order, and wrote his own version of the Bible. Editor and journalist, he is called the “father of American education and schooling.” Indeed, he also wrote dictionaries, attempted to normalize the pronunciation of English words, highly diversified by the many regional dialects, and reformed the orthography (colour becoming color, centre center, etc.).
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Acknowledgements
Preparation of this paper was supported by the FRS-FNRS under grant FRFC 2.4515.12 and by an Interuniversity Attraction Poles (IAP) grant 7/33, Belspo. I thank Régine Kolinsky for very useful comments and suggestions.
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Morais, J. (2018). The Methods Issue Revisited: From a Developmental and a Socio-Cultural-Political Perspective. In: Lachmann, T., Weis, T. (eds) Reading and Dyslexia. Literacy Studies, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-319-90805-2_1
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