The child, the text and the teacher: reading primers and reading instruction.

Annette Joyce Patterson, Phillip Anton Cormack, William Green

Research output: Contribution to journalArticle

13 Citations (Scopus)
5 Downloads (Pure)


From the late sixteenth century, in response to the problem of how best to teach children to read, a variety of texts such as primers, spellers and readers were produced in England for vernacular instruction. This paper describes how these materials were used by teachers to develop first, a specific religious understanding according to the stricture of the time and second, a moral reading practice that provided the child with a guide to secular conduct. The analysis focuses on the use of these texts as a productive means for shaping the child-reader in the context of newly emerging educational spaces which fostered a particular, morally formative relation among teacher, child and text.
Original languageEnglish
Pages (from-to)185-196
Number of pages12
JournalPaedagogica Historica
Issue number2
Publication statusPublished - Apr 2012

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