Reading is a dynamic and complex process with a curricular history that stretches back more than 1,000 years. The practice of teaching reading has changed across the centuries as cultures moved from primarily oral traditions to written textual communication (1000 CE) to present concerns of a 21st-century technological era. During the last century, the field of reading has been driven by debates about how reading takes place and how best to teach reading in schools. Recent curricular shifts are the result of vast technological changes, the increased role of federal policy in education, and the development of diverse reading theories. The field of reading has shifted also as a result of a greater inclusion of curricular studies because of the need to broaden theoretical conceptions ...

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