A dissertation completed at The Center for Education, Widener University, One University Place, Chester, PA 19013
Dick and Jane revisited: a history and examination of the philosophy and methodology of the beginning reading series from the 1920's through the 1960's Marsha K.Britton, Ed. D. March 29, 2004
RETURN edited 5/19/04

The Dick and Jane Reading Series published by the Scott Foresman Publishing Company was a popular methodology of teaching children to read in the American school systems from the 1920's through 1965. Many people still remember learning to read with Dick and Jane.

The purpose of this study is to research the history and development of this series and the contributing authors, their roles, and their philosophies in terms of. the reading process and methodology that contributed to this series foundation .The study examines the teachers' editions of the basic readers and workbooks as well as additional teacher materials of this series during their time period of 1920s through the 1960s on the earliest reading levels which include pre-primer, primer and first reader in grade one. This series exhibited longevity as well as success in teaching so many children to read.

Materials designed for the teacher of beginning readers or first grade that included pre-primer, primer and first reader level were examined chronologically The reading series beginning reading materials were examined in terms of philosophy and methodology with a focus upon the factors of motivation, vocabulary, word recognition, comprehension, and lesson plans. The series was scrutinized for additions and/or changes that were made to the teacher editions, manuals, and teacher related publications by the Scott Foresman and Company, in order to document their attempts to renew and meet with historical and educational tenor and change. In this way, the theoretical foundation of the series 111 reading methodology and how it was then put into practice for teachers is studied.

Results found that the Dick and Jane series built upon its primary philosophy of whole word methodology as evidenced in teacher's editions in order to continue its popularity with American school districts. The reading series published by Scott Foresman evolved from the 1920s through the 1960s by adding additional features and methodologies to the series in an attempt to expand their audience and to incorporate other dissenting reading philosophies. The series built its program upon research, and it offers many implications to present reading programs as it provided a foundation for the present in terms of a sequential, skill-based program.