Colleagues: This is a follow-up to my earlier "mark your calendar" message
to remind those of you who may be attending the International Reading
Association's national conference in Atlanta May 5-9, 2008 to try to attend
 a Reading Hall of Fame program: The Psychology and Pedagogy of Reading:  E.
B. Huey, One Hundred Years Later, May 6th, 2008, 2-4pm, Atlanta, GA, Georgia
World Congress Center, Room C307. Papers will be presented by several
members of the Reading Hall of Fame including my own, which will focus on
adult literacy research and education. Following is a brief overview of the
program and an expanded list of the topics I will cover in my paper. Hope to
see many of you at the session! Tom Sticht

Program Title: The Psychology and Pedagogy of Reading;
E. B. Huey  One Hundred Years Later

Introduction to E. B. Huey's 1908 Work and the Program of the Day
Rob Tierney, University of British Columbia, Chair of Panel

Huey's Perspectives Related to Whole Language Research and Pedagogy
Yetta Goodman, University of Arizona

Huey's Work on Automaticity, Fluency, and Comprehension in Reading
Jay Samuels and Rosalind Horowitz, University of Minnesota

Huey's Thoughts on Oral Language in Relation to  Reading
Tom Sticht, International Consultant in Adult Education

Huey's Work and Its Impact on Scientific Research on Reading
Patrick Shannon, Pennsylvania State University

Discussant
Alan Farstrup, Executive Director, International Reading Association


Here is the expanded version of my presentation topics:

Paper Title: Huey's Thoughts on Oral Language in Relation to  Reading:
Toward a Multiple Life Cycles Education Policy

Presenter: Tom Sticht, International Consultant in Adult Education

In his classic book on The Psychology and Pedagogy of Reading (1908) Edmund
Burke Huey includes, among others,  a chapter on inner speech during
reading, a second chapter on learning to read at home in which he
emphasizes the role that parents play in leading children to reading, and a
third chapter in which he alludes to the need for schools to teach parents
how to facilitate their children's learning at home.  In this presentation
I will look at aspects of these three chapters, review research on the
Oracy to Literacy Transfer Effect, the Intergenerational Transfer of
Literacy,  and implications of Huey's ideas and the empirical research
since his writing for what I call a Multiple Life Cycles education policy.

Extracts from The Psychology and Pedagogy of Reading by Edmund Burke Huey,
1908, on which I will build my presentation:

Chapter VI  The Inner Speech of Reading And the  Mental and Physical
Characteristics of Speech

"The child comes to his first reader with his habits of spoken language
fairly well formed, and these habits grow more deeply set with every year.
His meanings inhere in this spoken language and belong but secondarily to
the printed symbols
.To read is, in effect, to translate writing into
speech." (Huey, 1908/1968, pp. 122-123).

Chapter XVI Learning to Read at Home

"The secret of it all lies in the parent's reading aloud to and with the
child. 
The ear and not the eye is the nearest gateway to the child-soul,
if not indeed to the man-soul. Oral work is certain to displace much of the
present written work in the school of the future, and least in the earlier
years; and at home there is scarcely a more commendable and useful practice
than that of reading much of good things aloud to the children." (p. 332 &
334)

Chapter XV The Views of Representative Educators Concerning Early Reading

"Where children have good homes, reading will thus be learned independently
of school. Where parents have not the time or intelligence to assist in
this way
the school of the future will have as one of its important duties
the instruction of parents in the means of assisting the child's natural
learning in the home." (pp. 311-312)

tsticht at aznet.net