Beginning Reading and Developmentally Appropriate Practice (DAP): Past, Present, and Future

Abstract

In this article, I address issues and trends, past, present, and future, in beginning reading instruction. I also trace the development of a related issue in the broader context of early childhood education: developmentally appropriate practice. Historical changes in reading education for young learners, as well as changes concerning guidelines for developmentally appropriate practice, are addressed. I conclude by suggesting that the fields of reading education and early childhood education share more similarities than differences. With collaborative initiatives, these two fields can strengthen their positive impact on the education of young learners as beginning readers.