NOAH WEBSTER'S SPELLER, 1783-1843:  CAUSES OF ITS SUCCESS AS READING TEXT

Please use this identifier to cite or link to this item: https://hdl.handle.net/20.500.12202/2658

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DC Field	Value	Language
dc.contributor.author	MONAGHAN, EDITH JENNIFER
dc.date.accessioned	2018-07-12T18:07:35Z
dc.date.available	2018-07-12T18:07:35Z
dc.date.issued	1980
dc.identifier.citation	Source: Dissertation Abstracts International, Volume: 41-04, Section: A, page: 1511.
dc.identifier.uri	https://ezproxy.yu.edu/login?url=https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:8021251
dc.identifier.uri	https://hdl.handle.net/20.500.12202/2658
dc.description.abstract	It was the spelling book ("speller"), not the "reader," nor even the primer, that was the basic instructional text used in American schools, from the 1750s to the 1830s, to teach children reading. Embodying the "alphabetic" method, spellers taught the child letter-sound correspondences (LSCs).
dc.publisher	ProQuest Dissertations & Theses
dc.subject	Reading instruction.
dc.title	NOAH WEBSTER'S SPELLER, 1783-1843: CAUSES OF ITS SUCCESS AS READING TEXT
dc.type	Dissertation
Appears in Collections:	Azrieli Graduate School of Jewish Education & Administration: Doctoral Dissertations

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