Mann's endorsement of "word method" for reading instruction made a lasting impression on other reformers of the period, and "by 1890 the alphabet method had virtually died out". Francis Parker and John Dewey used the "word method" as one of the features of the "Progressive" system of education. As Nancy Millichap notes, "Despite the enthusiasm of educators for their new methods of teaching, the illiteracy rate remained high. Among American soldiers enlisted in World War I, 24.9 percent proved unable to read or write, and during World War II approximately the same percentage of British servicemen [who were taught using the same method] were found to be similarly handicapped. In 1940, one-third of high school students were incapable of mastering reading and writing well enough to profit from textbook instruction, and one half of the adult population in the United States was functionally illiterate".
Mann's endorsement of "word method" for reading instruction made a lasting impression on other reformers of the period, and "by 1890 the alphabet method had virtually died out". Francis Parker and John Dewey used the "word method" as one of the features of the "Progressive" system of education. As Nancy Millichap notes, "Despite the enthusiasm of educators for their new methods of teaching, the illite.racy rate remained high. Among American soldiers enlisted in World War I, 24.9 percent proved unable to read or write, and during World War II approximately the same percentage of British servicemen [who were taught using the same method] were found to be similarly handicapped. In 1940, one-third of high school students were incapable of mastering reading and writing well enough to profit from textbook instruction, and one half of the adult population in the United States was functionally illiterate"