Silent and oral reading; a practical handbook of methods based on the most recent scientific investigations

Front matter

Class _LB_i£_13 Book_,__

COPYRIGHT DEPOSIT

RIVERSIDE TEXTBOOKS IN EDUCATION

Preface

About ten years ago, during my early experience as a supervising principal, I became convinced that the methods in common use in the teaching of reading in the middle and upper grades were much less effective than the methods in common use in the other subjects. Ever since, I have been specially interested in making a careful study of methods in reading and in devising and trying out a variety of plans. My interest in the development of the technique of handling silent-readiug lessons was aroused by writings and lectures of Dr. Charles H. Judd, to whom I desire to make acknowledgment.

I wish to acknowledge a debt of gratitude to the St. Louis teachers who have so faithfully cooperated with me in the development of methods and devices. Miss Mary Coogan, Miss Jane Gilbert, Miss Lucile Murphy, Miss Annette Buehrmann, and Miss Agness Dunsford should be specially mentioned. Teachers do not readily realize that their supervisors and principals are continually learning from them. I am also grateful to Mr. Charles Collins for important suggestions for the improvement of the vocabulary and phrasing in the early chapters, to Miss Helen DeWerthern for helpful suggestions on the section on the primary grades, and to my wife, Mrs. Anne Lotter Stone, who has given encouragement and helpful criticisms throughout the preparation of the manuscript. Acknowledgment is given in the text to the authors and publishers for permission to reproduce excerpts and illustrations.

Clarence R. Stone

Contents

CHAPTER I. Problems in Reading Instruction . . 1 The present situation — The outlook — Oral and silent reading — Specific aims — Testing — Content — Motivation — Vocabulary — Appreciation and application.

Suggestive exercises.

CHAPTER II. Practical Contributions to the Reading Problem from Psychological and Educational Research 6

Chapter I Problems In Reading Instruction

The present situation. School people are generallyagreed that the results in reading in the primary grades are much more satisfactory than the results in the middle and upper grades. There has been a definite end in view in the primary grades. The child enters school able to speak and understand a considerable vocabulary. The problem of the primary teachers is to train him to read this vocabulary. It is generally agreed that this has been fairly well done. However, it is being seriously questioned whether the primary grades are doing all that they should in training for efficient silent reading. Above the primary grades there has not been a very definite understanding as to what specific values, aims, and outcomes should be realized from the reading instruction. There has been a vague attempt to develop appreciation of literature, but there is a rather general agreement that this has not been very successful. For over a decade the psychologists have been pointing out the dangers of over-emphasizing oral-reading and neglecting silent-reading instruction. Yet, by far the most common type of reading instruction found in the schools to-day in the middle and upper grades is the stereotyped oral-reading lesson.

The outlook. The scientific studies in education in the last decade and the reports of progressive teachers and supervisors give promise of a gradual modification of the manner of conducting reading recitations in the middle an<J

2 SILENT AND OKAL READING

upper grades. In lectures and writings the importance of silent reading is being emphasized. But teachers have been so accustomed to the oral-reading method that they are at a loss, as a general rule, to know how to conduct a silent-reading lesson. It is the purpose of this chapter to set forth some of the problems facing the teachers in securing better results in reading instruction.

Oral and silent reading. One of the problems perplexing teachers is how to conduct effectively the silent-reading lessons. Some even advocate that we should abandon the commonly used plan of having the pupils of a class all read the same material, and suggest that the reading should be placed upon an individual basis rather than upon a class basis. However, very little in the way of specific suggestions as to the handling of this type of reading instruction has been published. The teacher is also confronted with the problem as to which particular units of reading material available are adapted to the silent-reading method and which to the oral-reading method. Or, to state the problem in another form, we find the teacher confronted with the question as to whether she should use the oral or silent method in teaching a particular unit of subject-matter. We are told, as a result of our school surveys, that a large portion of our middle- and upper-grade pupils read too slowly, and that they do not adequately understand what they read. The problem of increasing the rate of reading of many of the pupils and improving their comprehension is a serious one for our schools, and the teacher needs specific technique in aiding her to conduct effectively silent-reading exercises for training purposes. As to just what the primary grades should do in regard to silent reading is also important.

It is also essential that we consider what the legitimate values and outcomes of oral reading are. We need to know.

PROBLEMS IN READING INSTRUCTION 3

the relation of oral reading to silent-reading habits. Teachers are also asking what should be the proper division of time between oral and silent reading. The usual plan of oral reading is to have one pupil read aloud while the others read the same material silently. Some have advocated that this plan should be abandoned because it furnishes little opportunity for an audience situation. It is proposed that the oral reader have a real audience without the text in hand. We need to evaluate carefully both methods. Teachers need devices for conducting audience reading.

Specific aims. It is generally recognized that there are three rather distinct stages of development in the first nine grades, the primary, the intermediate, and the upper grade or Junior High School stage. It is important that there should be a clear and detailed statement of the specific aims to be realized in each of these stages in reading instruction, that there be a definite understanding as to the function of oral- and of silent-reading methods in relation to these aims, and that there be an abundance of concrete illustrations of recitation procedure in both oral and silent reading for each of the three stages of growth in reading ability.

Testing. Finally there is the problem of testing the abilities and attainments of the pupils in both oral and silent reading. A number of scientific standardized tests have been devised and used. Their use has resulted in valuable suggestions for improving the reading work. The teacher needs to have the advantage of the light that has been shed through these studies. She also needs to be able to devise tests of reading ability and attainment using the material at hand.

Content. While the content for the primary grades has been fairly well agreed upon and standardized, opinions differ widely as to the proper content for the middle and upper grades. Shall the content be a distinctly literary one with little or no informational material, or shall there be rather large amounts of informational material and a minimum amount of classical literature? TcLwhat extent shall poetry be a part of the content? To what degree shall we use semi-literary material for extensive reading to provide vicarious experiences? To what extent shall we use the short unit, to what extent the medium-length unit, and to what extent the long unit such as the complete book? Shall textbooks in reading above the primary grades be discarded? All of these problems must be considered in the light of the definite aims which we accept and in relation to the methods and devices that are helpful in realizing these aims.

Motivation. The problem of securing interest that results in effort of a thoroughgoing sort is always a real one to the teacher. How shall we motivate the reading lessons so that they will be experiences of real and vital worth to the pupils, and at the same time develop the reading abilities, attitudes, interests, and appreciations which are to be the outcomes of the reading instruction? The child upon entering school is intensely interested in learning to read, and enjoys the oral-reading methods. But in the^ middle grades the children are no longer interested in doing the type of work that was done in the primary grades. The continuation of the primary oral-reading method into the middle grades has resulted oftentimes in a desultory type of reading recitation, with the larger emphasis upon pronunciation, definition of isolated words, and discussion of minor detail. The natural result has been inefficient reading and study habits on the part of a large percentage of the pupils, because of a lack of motive in the form of definite study problems that require vigorous thinking. Securing effective and worthy motives for the oral and for the silent reading is an important problem for the teacher and supervisor.

Vocabulary. There are many different problems that

PROBLEMS IN READING INSTRUCTION 5

arise in regard to reading vocabulary. How important is oral reading as a means of increasing one's vocabulary? Some pupils have great difficulty in pronouncing the words of their reading selections. What are the best means for developing facility in correct pronunciation? In some cases the pupil's facility in pronouncing words far outstrips his ability to grasp the meanings of words. What are the best means of developing a sense of word meanings essential to a good quality of comprehension?

Appreciation and application. How shall we bring the pupils to appreciate literature so that they will have a liking for the best in classical prose and poetry, and form the habit of extensive reading for recreation? How shall we lead the pupils to the application of their reading abilities "to the problems of occupational, recreational, and community life? The problem of teaching children how to study has occupied the foreground of attention for a number of years. It is recognized that there is a close relation between the reading process and effective study. Is it the business of reading instruction to aid in training the pupil to apply his reading ability to the problem of learning how to study? If so, what are the detailed methods and devices by which this shall be accomplished?

The average teacher is in need of guidance, and is asking for help in connection with these and many other problems involved in teaching reading. It is the purpose of this book to render assistance in two ways: (1) by giving the principles underlying the solution of these problems, and (2) by giving an abundance of illustrations, including descriptions of recitations and lessons that will relate these illustrations closely to the principles.

SUGGESTIVE EXERCISES

1. Make a list of five major and five minor problems in the reading r " v instruction for your grade.

2. Select the five questions in the chapter that interest you most.