How To Teach Silent Reading To Beginners

Foreword

There is probably no problem in which primary teachers are more interested today than in the problem of reading. This is not only because of the fundamental relation which reading bears to progress in other subjects, but also because of the new light which experimentation has thrown upon the abilities involved in reading. The practice of using reading tests has been especially stimulating. Instead of setting up objectives as in the past in terms of elocutionary standards or in terms of the number of primers or first readers read more or less thoroughly, teachers may now determine the degree of skill possessed by the pupils under her charge in any or all of the various qualities which make up good reading.

It is becoming clear that a distinction should be made between oral and silent reading. This does not mean that oral reading is not valuable, but rather that it must not be confused with objectives peculiar to silent reading. There is also a tendency to contrast the reading of literature, even though it is read silently, with the sort of reading we do in

6 FOREWORD

reading factual material in search of the solution to a problem. There is to be a growing tendency greatly to increase the emphasis upon the training of abilities involved in working with books.

There seems to be common agreement today that more care should be taken to insure proper comprehension in the reading exercises in the primary grades. This inevitably leads to an increase of emphasis upon silent reading, since in oral reading it is impossible to tell with any degree of accuracy whether or not the pupil understands what he has read. Responses must be required in terms other than those of the words of the material which is being read.

Miss Watkins has done an excellent piece of work in providing a rich assortment of satisfactory exercises to meet this need. All the exercises included in this book have been'carefully worked out in large and small classes under the conditions which exist in the public schools. The directions for teaching these exercises are clearly given so that even the novice makes real progress by following them.

It must not be thought that Miss Watkins would limit the teaching of reading to this sort

FOREWORD 7

of exercise. It is not intended that these exercises take the place of instruction in literary appreciation. There is also a necessity of reading, silently, a great deal of easy material such as is found in our best primers and first readers. Neither are the exercises expected to supplant the teaching phonics. On the other hand, they must be used effectively whether or not phonics are taught.

The exercises do, however, add greatly to the interest of the children in first grade work, since they are based on facts and experiences common to the child, they supply the conditions which should exist for speed and comprehension exercises. The requirements of such exercises are, first, that the exercises should be given under time pressure and, second, that each exercise should be followed by a rigorous test of the child's comprehension. The lessons here outlined by Miss Watkins fulfill these conditions in an admirable way and will, no doubt, prove a source of great inspiration to primary teachers everywhere.

ERNEST HORN, Ph.D.

Professor of Education,

Contents

CHAPTER PAGE

I. INTRODUCTION 13

II. METHOD 20