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Dick and Jane are the two main characters created by Zerna Sharp for a series of basal readers written by William S. Gray to teach children to read. The characters first appeared in the Elson-Gray Readers in 1930 and continued in a subsequent series of books through the final version in 1965. These readers were used in classrooms in the United States and in other English-speaking countries for nearly four decades, reaching the height of their popularity in the 1950s, when 80 percent of first-grade students in the United States used them. Although the Dick and Jane series of primers continued to be sold until 1973 and remained in use in some classrooms throughout the 1970s, they were replaced with other reading texts by the 1980s and gradually disappeared from school curricula.
The Dick and Jane series were known for their simple narrative text and watercolor illustrations. For a generation of middle-class Americans, the characters of "Dick", "Jane", and their younger sister "Sally" became household words. The Dick and Jane primers have become icons of mid-century American culture and collectors' items.
Zerna Sharp, a former teacher, came up with the idea for what became the Dick and Jane readers for elementary school children while working as a reading consultant and textbook editor for Scott Foresman.[2][3] She worked with Gray to develop the readers after noting the reduced reading ability of children and urged the use of a new reading format for primers. In addition, Sharp developed the main characters of "Dick" and "Jane", the older brother and sister in a fictional family that included "Mother", "Father", and a younger sister named "Sally", their pets, "Spot" (originally a cat in the 1930s, but a dog in later editions), and "Puff", their cat; and a toy teddy bear named "Tim".[6][7][8] Sharp named the characters, selected and edited the storylines from ideas that others submitted, and supervised production of the books. Gray and others wrote the Dick and Jane stories; illustrator Eleanor B. Campbell did most of the early illustrations.[6][8]
"Dick" and "Jane" originally appeared in Elson-Gray Readers in 1930.[2][3] Before the appearance of the first Dick and Jane stories, reading primers "generally included Bible stories or fairy tales with complicated language and few pictures."[6] After the Elson-Gray series ended in 1940, the characters continued in a subsequent series of primary readers that were later revised and enlarged into newer editions.[5][8] The Dick and Jane readers were widely used in classrooms in the United States and in other English-speaking countries for nearly four decades and reached the height of their popularity in the 1950s, when 80 percent of first-grade students in the United States were learning to read though these stories.[3][6][9] The 1965 edition, the last of the Dick and Jane series, introduced the first Black family as characters in a first-grade reader.[8] Although the Dick and Jane series of primers continued to be sold until 1973 they remained in use in some classrooms throughout the 1970s. By the 1980s, the Dick and Jane stories had been replaced with other reading texts and gradually disappeared from schools curriculum.[3][6][9] However, some believe they continue to serve as a model for restrictive reading practices in classrooms. [10]
William Gray and Zerna Sharp worked together to develop readers that incorporated the whole-word or look-say method of word recognition (also called sight reading).[6] The Dick and Jane primers introduced new readers to one new word on each page and only five new words in each individual story.[2][3] Gray and Sharp also wanted children who read the books to be able to readily identify with the characters. Sharp chose stories where the characters participated in typical children's activities.[7][8]
The texts and illustrations for the Dick and Jane primers were intended to work together to help young readers understand the story. The texts introduced a repetitive pattern of words;[7] the illustrations provided visual reinforcements to help convey the meaning of the words.[8] The simple but distinctive illustrations for the books were done by artists Eleanor Campbell and Keith Ward. Robert Childress did the illustrations during the 1950s. Richard Wiley took over the illustrations in the 1960s.[11] The Dick and Jane beginning readers became well known for their simple narrative text and watercolor illustrations. Because the primers were intended for nationwide distribution, the text and illustrations intentionally lacked references to specific regional geographical features such as mountains, rivers, lakes, plains, or the seashore.[6][8]
In the mid-1950s, the texts for grades four, five, and six were split into two books for each grade level, as was originally the pattern with the lower grades in the series. The naming pattern for this group of books added the words "The New" at the beginning of the title for the first book in each grade level and the word "More" to the beginning of the title for the second book in each grade level to form new titles: The New Times and Places and More Times and Places; The New Days and Deeds and More Days and Deeds; and The New People and Progress and More People and Progress.[citation needed]
In the late 1950s, the texts for grades seven and eight were re-packaged into a Basic Reading and Literature series consisting of Book 1 (for seventh grade) and Book 2 (for eighth grade) without changing any of the contents from the original late 1940s versions. As an alternative to this more literary approach for these two grades, entirely new texts were published with shorter, simpler readings with the titles of Parades and More Parades for the seventh grade and Panoramas and More Panoramas for the eighth grade. Focusing on targeted reading and word attack techniques, a soft-cover workbook, Basic Reading Skills, was published for the junior high (seventh and/or eighth grade) and intended to be used independently, similar to the Think And Do books were used in conjunction with the graded texts at the elementary school level.[citation needed]
In the mid-1960s, Scott Foresman's New New Basic Readers were heavily revised. The books had a larger page size, new and updated artwork, some shortened stories from previous editions, and a large portion of new stories. In addition, the "Dick", "Jane", and "Sally" characters were a bit older and a bit more sophisticated. Teaching procedures also were slightly different: the vocabulary control was looser and more phonics training was added. Helen M. Robinson became the head author. The earliest titles, released in 1962, were: We Read Pictures, We Read More Pictures, Before We Read, Sally Dick and Jane, Fun With Our Family, Fun Wherever We Are, Guess Who, Fun With Our Friends, More Fun With Our Friends (all Grade 1); Friends Old and New and More Friends Old and New (grade 2); Roads to Follow and More Roads to Follow (grade 3); Ventures (grade 4); Vistas (grade 5); Cavalcades (grade 6); Dimensions (grade 7); and Challenges (grade 8).[citation needed]
In 1965, Scott Foresman became the first publisher to introduce an African American family as characters in a first-grade reader series. The family included two parents and their three children: a son, "Mike", and twin daughters, "Pam" and "Penny".[8] In the multi-ethnic edition, the titles of the 1st and 2nd pre-primers were changed to Now We Read and Fun With the Family to reflect the addition of an African-American family. Other books in the series retained the 1962 titles. In addition, the 1965 edition books were available in two covers: one cover featured characters as in previous books; the other cover, which many people refer to as a "fingerpaint" cover, was listed in the Scott, Foresman catalog a "child-art" and did not feature any characters. The Think-and-Do Book workbooks, which began as Silent Reading Workbooks with the Elson readers if the 1930s, were part of the 1950s and the 1960s editions of the updated readers. An experimental Initial Teaching Alphabet version was launched with the multi-ethnic series in the 1960s as well.[citation needed]
In 1967, two years after Scott Foresman retired the Dick and Jane series, the company launched its Open Highways series, which included heavily illustrated classic children's stories and poems, as well as placing greater emphasis on multicultural content and phonics training in its subsequent readers.[8] Wide Horizons, a compansion series for advanced readers, was introduced as well. Initially, the readers for grades one through seven were indicated as "Book 1", "Book 2", and so on, but later editions for each grade-level reader had its own title in the series, such as Ready to Roll and Rolling Along (the Open Highways books for the first grade): Moving Ahead and More Power for the second grade' and Splendid Journey and Speeding Away books for the third grade.[citation needed]
For decades, critics and advocates continued to debate the impact of the sight reading method and the primers that used it.[6] Samuel T. Orton, a neuropathologist, warned educators in his article published in the February 1929 issue of the Journal of Educational Psychology that the look-say method would lead to reading disability.[20] In Why Johnny Can't Read (1955), author Rudolf Flesch concluded that the whole-word (look-say) method was ineffective because it lacked phonics training. In addition, Flesch was critical of the simple stories and limited text and vocabulary in the Dick-and-Jane-style readers that taught students to read through word memorization.[20][8] Flesch and other critics also believed that the look-say method did not properly prepare students to read more complex materials in the upper grade levels.[8][21] Arther Trace also criticized the Dick and Jane series in his book, Reading Without Dick and Jane (1965).[22] In 2002, author Samuel L. Blumenfeld, a supporter of teaching reading skills with phonics reading, argued that the Dick and Jane series and others that used the whole-word, look-say, or sight-reading method caused poor reading skills among the millions of American students who learned to read using this method.[20] Harold Henderson asserted in his book, Let's Kill Dick and Jane (2006), that the series focused on trivial aspects of reading and left children far behind their peers in Europe.[23]
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