Reading

Suggestions collected from bulletins and text books on reading written by such men as Dr. Snedden, Julius E. Warren and Dr. Huey.

I. Lower Grades.

To secure the highest efficiency in teaching primary reading one of the definite, complete systems dealing with this subject should be adopted and closely followed. The newer and better systems are using rhymes or cumulative stories as the means of teaching the first vocabulary. Most of these systems are pedagogically sound. The details have been thought out carefully, the exercises logically arranged and accurately graded, and debices planned to arouse and maintain the interest of the pupils. The processes of teaching have been analyzed and so arranged as to eliminate nearly all waste effort.

A recitation division of an entering class should not contain more than ten or twelve children. Instruction in the use of any system of reading includes detailed directions on the following topics:

• Teaching the first vocabulary.
• Devices for word drills.
• Seat work relating to reading.
• Dramatization.
• Phonics.
• Beginning to read from books.
• Order in which reading material should be used.
• Amount to be read.

More and better work in this subject can be done in a shorter time:

a. By using the actual experiences of children.
b. By using better methods of teaching.
c. By using the children to help each other.

Six first readers should be required in a nine months' term. Four to five readers should be required in an eight months' term. The rural schools can read three first readers. To read and reread only one reader for seven months is a positive waste of time and school funds.

II. Reading in Grades Above the Fourth

Reading in grades above the Fourth should include:

a. Oral reading of a few carefully chosen pieces for drill in expression.
b. Systematic exercises in silent reading for training in thought getting.
c. Silent reading of magazines and books.
d. The oral reading of articles of general interest which have been selected by the children.

a. A good way to improve the expression is to use two recitations a week for drill on a few choice selections. Each piece should be studied intensively. A position favorable to good reading, accurate pronunciation, clear enunciation, effective use of the voice and a mastery of the thought of each sentence should all be secured. The class should be drilled as thoroughly as though each pupil was preparing for a prize speaking contest.

Two periods a week for several weeks may profitably be devoted to the first piece. Less time will be required for later selections. Each selection creditably read becomes a standard by which the pupil judges his own and others' efforts. Thorough training on a few selections will improve all oral reading.

b. Reading is thought getting. Silent reading is more important than oral reading. Very few people read aloud in daily life. In school pupils fail to solve the problems in arithmetic and to learn the history, geography and physiology lessons because of their inability to read, i. e., to get the thought from the printed page. This power may be developed by practice. Teachers should give daily exercises with end in view. The class may be given a brief time in which silently to read a paragraph of a reading book or other text.

In determining efficient reading three factors must be taken into consideration. In the first place, of two readers whose grasp of content is equally great, that reader who can read the larger amount in a given time has greater reading ability. The rate of reading, then, appears to be a very important factor. Again, of two people who can read the same amount in a given unit of time, that one whose grasp of content is greater is the better reader. In this case the reader who can reproduce the larger amount of what he has read and can reproduce it more correctly is the more efficient. The whole question of reading efficiency reduces to this: the reader who can read the largest amount in a given unit of time, who can reproduce the largest proportion of what he has read, and who can reproduce it most correctly is the best reader.

The three things that must be aimed at by the teacher are 1, the rate of reading; 2, quantity of reproduction; 3, quality of reproduction.

The teacher, watch in hand, may give the following directions: Ready to read fourth paragraph, page 42. Read. (Allow two minutes,) Close books. Give (orally or in writing) the important thought in the fewest words possible.

The introduction of the time element arouses a spirit of emulation, and the exercise becomes as fascinating as a game to the children. The tendency to try to give the exact words of the book is counteracted by the request for the "fewest words possible." After a little practice the time allowance may be shortened.

Or another way: A chapter may be given the class to read, with the request that questions be written which, if answered, would give the thought of each paragraph. These questions may be read and answered during a recitation period. If the time element is considered in this method it adds to the interest and concentration of the pupils.

Still another method is the following: A selection may be assigned with the directions that the class write the key word or arrange topics for each paragraph.

Some magazine (Pathfinder or Current Events) on current literature should be in every elementary school, and at least one period a week should be devoted to a discussion of the topics which it presents. Information on these topics will be gathered from newspapers and other sources. The National Geographic Magazine and Travel have a message for all children. Even first grade pupils will get something from the pictures. The Worlds' Work, The Outlook, The Literary Digest and other literary and scientific magazines will be of value in any school. These magazines may be purchased by the school board or contributed by interested citizens. One copy of each issue of a few magazines would be sufficient in all our towns. This copy might be passed from school to school. A public library shelf or table should be placed in the schools having intermediate and grammar grades. This shelf should contain biographies, histories, books of travel, books relating to elementary science, practical arts and industry and plenty of good stories.

Children should be encouraged to read for pleasure at any time when their assigned tasks have been performed.

Reading Contest

We desire that our teachers continue to have each pupil read at least four of the books listed for his grade by the state course of study, or other books equally as good and as well adapted to their needs. The work in this sort of reading last year was very satisfactory and we are sure was very profitable to the pupils. Our reports on this matter from the teachers was too indefinite to make an accurate statement concerning the number of certificates sent out to pupils, but we are sure that the number was between three and four thousands. This means that practically half of the pupils enrolled in the schools of the county read at least four library books.

Any pupil who reads at least four good books a year is acquiring much valuable information and at the same time is forming a habit that will always be his friend. The desire for good literature is one of the finest emotions of the human soul and fortunate, indeed, are the children who acquire this habit in the days of their youth.

Reading Certificates for 1916

We shall continue to give to each pupil who has read four books required, a certificate of award, which shall contain the names of the books and shall be signed by the teacher and by the county superintendent. Teachers must supervise this reading and certify that each pupil recommended for this certificate has faithfully and intelligently read the books.