This paper lends support to the argument that reading pedagogy.must be understood and practiced as much more than adherence to a particular reading 'method'. An historical account of debates about particular methods recommended for teaching reading in Australia is presented, through a case study of the lanes Method' - an expressly home-grown method. This account, contextualised by a larger curriculum-historical study of English teaching, teacher education and public schooling in the first half of the twentieth century, helps us to rethink current conceptions of primary English and reading pedagogy in schools - when radical socio-cultural change raises new questions about school curriculum, teacher education, and the purposes of schooling.
|Number of pages||15|
|Journal||Australian Journal of Language and Literacy|
|Publication status||Published - 2004|