The Columbia readers

Preface

The pupil in the primary grades is confronted in reading by a three-fold problem: (i) mastering the mechanics of reading; (2) getting the thought from the printed page; and (3) giving effective expression to his reading.

Throughout the grades these three phases of read¬ ing continue to claim the pupil's attention, a gradual¬ ly decreasing emphasis being required on the mechan¬ ical mastery and a gradually increasing emphasis being needed in the interpretation of the thought of a selection.

This reader is prepared with the aim of including various types of reading material such as literature, history, mathematics, science, magazine articles and newspaper articles. Any reader designed for the upper grades should give training in these various types of material. The selections included in this volume have been chosen from all of these sources. There are selections of unquestioned literary merit such as: “Moses Drives a Bargain," “The Brook," “The Happy Prince," “The Old Clock on the Stairs," “The Miraculous Pitcher," and “A Christ¬ mas Present for a Lady." Such selections should be studied and read orally. There are other articles such as “The Earth's Envelope," “How New Plants Are Produced," and “Reading Arithmetic Problems," which are purely informational. Such selections are designed to give information and are not embodied as literary models.

In using such diversified material, a pupil needs to know how to attack and organize each type of

IV material. In other words the fifth grade pupil should be trained to study. It is the purpose of this book to present some simple methods and schemes for study which have been found successful in classroom practice. Among the various methods suggested are: preparing questions covering the significant points of a selection; using keywords (or brief statements) to enable one to recall the chief points of an article; skimming an article to find answers to specific ques¬ tions; memorizing a poem by the most economical method; appreciating humorous stories; vocabulary studies; giving reports on magazine articles; speed tests for stimulating rapid reading; giving oral (or drawn) reproductions of pictures seen in a selection; and arousing curiosity to stimulate the interest of the pupil. These methods and schemes are presented in directions to pupils. By this means the pupil is trained in following directions and the teacher uses the various suggestions more than she would if she had to refer to a teachers’ manual.

The authors wish to acknowledge their indebted¬ ness to Superintendent J. H. Smith of the West Side Schools of Aurora, Illinois, for his aid in the collection, testing, and organization of the material for this reader. They are also deeply indebted to the various authors and publishing companies who have given permission for the use of the selections in this book. Specific acknowledgment is made in connection with each article, usually at the close.

Introduction

The Purpose of These Readers. The Columbia Series of Readers is planned to afford an efficient means for developing ability and skill in both oral and silent reading. In almost every study in school and almost every important enterprise in life outside of school, success is contingent upon a mastery of silent reading—reading with clear comprehension and with a reasonably rapid rate of speed. In developing efficiency in silent reading, it is probable that very substantial aid is con¬ tributed to proficiency in oral reading, since rapid, silent com¬ prehension of thought gives added time for appropriate inter¬ pretation through oral expression.

The Material The material has been so selected as to provide instruction and practice in all of the kinds of reading common to the experiences of daily life. Attention has been given to the inclusion of material which is of immediate value to pupils in the kinds of reading required in the several school subjects, and for other problems related to school life.

Methods of Using the Books. Probably the most effec¬ tive way in which to use the Readers is to keep them away from the children excepting during the periods of class work and specific study. For instructional and testing purposes, new material is somewhat better than that which is familiar. How¬ ever, if the books are owned by the pupils, they may be kept by them and the instructions and tests still used as indicated for each respective lesson. Because of familiarity, the scores may be a little higher than otherwise. But pupils whose interest in reading is such that they will read the selections in advance of class use will usually be found to score high, relatively, and to need less instruction in silent reading than others.

The More Common Causes of Defects in Reading. When intelligence is not below average, backwardness in read¬ ing is more commonly caused by:

VI

Eye defects of various kinds, some of which may be remedied by proper diagnosis and treatment.

Bad habits of eye movements which may usually be cured.

Speech defects which may affect both oral and silent reading- Most of these may be remedied.

Neglect of comprehension in an overemphasis on the mechanics of word recognition and articulation.

Neglect of the mechanics of word recognition and of ability to deal with new words in an attempt to gain the thought by rapid scanning, developing the habit of guessing and inaccuracy.

Defects of association, either of associating sounds of words with their form, or of associating forms of words with their meaning. These defects are somewhat difficult to remove, but proper treatment patiently administered will usually bring favorable results.

Most children, however, who read more slowly and with a poorer degree of comprehension than they should, do so either because of poor habits of eye control, or because of an over¬ emphasis or an underemphasis of the mechanics of word recognition. Every child having any reading difficulty should have a careful, individual diagnosis made and be given appro¬ priate individual treatment.

Increasing Speed in Silent Reading. When the particu¬ lar reading defect or defects of any child are found and the proper remedy applied, the response in an increased rate will usually be prompt and substantial. While each child with de¬ fects will have to be treated individually to some extent, there are also certain general appeals and instructions which will have a marked effect. Merely setting up speed as an end and emphasizing it will bring an increase. Rate drills which are provided in this book are a very effective means. Making in¬ dividual graphs and class charts showing speeds as revealed by tests at occasional intervals is a means of stimulation which is usually a strong factor in bringing about improvement. If word recognition is slow, some work in syllabication, phonics,

INTRODUCTION vii

and in the study of root forms, prefixes and suffixes may be effective in improving both speed and comprehension. Con¬ centration of attention, working under the pressure of time control, and reading much material that is well graded to one’s ability and interest are all helpful factors. Developing in the child a desire and a determination to read more efficiently is highly desirable and effective.

Rates of Speed for Respective Grades. The approxi¬ mate average rates of speed for children who had not been trained for rapid, silent reading as found by Courtis, and for children who had been trained as found by O’Brien, are here given in words per minute:

Grades Courtis—Untrained O’Brien—Trained

4 160 236

5 180 278

6 220 293

7 250 322

8 280 393

The variations from these averages are about twenty*words above or below For the untrained, and about from seven to twelve words above or below for the trained. In a first test in schools in which no training has been given in silent reading, the approximate rates of the Courtis averages may be expected, while the O’Brien average may well be thought of as represent¬ ing reasonable possibilities which may result from good training

Improving Comprehension. Establishing habits of rapid reading does not of itself increase the accuracy of comprehen¬ sion. To improve comprehension, emphasis should be placed upon reading with definite, conscious purposes. Among the purposes more commonly found, are reading to find answers for specific questions; to organize what is read in outline or sum¬ mary form for oral presentation; and to derive satisfaction, inspiration, and enjoyment from reading as the material makes its appeal to interests and experience. Every selection in this book provides means for developing increased facility in com¬ prehension. Everv subject in which reading is used presents viii

the opportunity and the necessity for clearness in comprehen¬ sion. The encouragement of wholesome and varied home reading for pleasure, of related reading supplementary to text books in school subjects, and of frequent reports to one’s class on general and supplementary reading helps to increase accur¬ acy and depth of comprehension. Such work in word study as makes for quick grasp of meanings improves both comprehen¬ sion and speed. Familiarity with the more common root or stem elements of derivative words, and with prefixes and suffixes facilitates both recognition and comprehension. Im¬ provement in comprehension tends to an increase of speed, as a rapid grasp of meaning enables one to pass more rapidly over the connectives and other relatively subordinate words, filling in through a form of preperception, and thus successfully skim¬ ming the thought of meaning accurately without loss.

Improving Oral Reading. One having no speech defects will usually read orally with about the same degree of excellence shown in his silent reading. Good oral reading requires all of the factors and processes of good silent reading with the addi¬ tional element of correct and effective expression through speaking. The comprehension must be sufficiently clear so that the meaning may be grasped and expressed at a rate at least as fast as one should speak in order to be clearly understood by his auditors. Increasing efficiency in silent reading is therefore a means by which oral reading may also be improved. In oral reading, however, such attention to expression is needed as will enable one to make his presentation pleasing and effective for his auditors. Making reports, presenting summaries or ex¬ tracts, and reading selections for the information, satisfaction, or enjoyment of others offer the occasions for attention to oral reading. If defects in articulation, in manner, in speed, in quality of voice, or in any other particular are evident in the

INTRODUCTION

IX oral reading of pupils, these should be made a matter of in¬ dividual study and improvement as needed by the respective children.

The Use of Standard Tests. The scores for the material in these Readers are necessarily not standardized. Individual scores will therefore have to be estimated in relationship to class scores. In speed, however, comparison with the grade rates as indicated in a foregoing paragraph will offer a rough approximation of relationship to standard achievement. It will be well to give some established standard test in speed and com¬ prehension early in the school year, and to repeat this in three or four months and again near the end of the year. The pupils will then have a basis for comparing their own achievements more accurately with standards, and to determine their progress for the interval between such tests.

Several different standardized tests in silent reading are available. The work in testing is growing increasingly refined and accurate. Tests having some advantage over those now available may be offered for general use before a given school has supplied itself with test forms. No particular tests are therefore suggested here. Instead, it is recommended that when the time comes to secure test materials, advice be asked of the Department of Educational Measurements of a School of Education or a Teachers’ College in one’s own state, or in some well known institution more distant. A request for information as to the best tests to use and where they may be secured will usually bring suggestions as to the most recent reliable material available.

Teachers desiring to acquaint themselves more fully with what is known of the problems of the psychology and teaching of reading will find the following books scientific, readable, and helpful:

Huey, Edmund B .—The Psychology and Pedagogy of Reading , The Macmillan Company, 1913.

X

O’Brien, John A.— Silent Readings The Macmillan Company, 1920.

The Twentieth Year Book of the National Society for the Study of Education: Part II—Silent Readings

Public School Publishing Company, Blooming¬ ton, Illinois, 1921.

For individual pupils, there is much reason to expect that, in other school subjects in which reading is a prominent means of study, progress will be directly promoted by improvement in speed and comprehension in silent reading. This helps to im¬ press the fundamental importance of developing a high degree of efficiency in silent reading and to justify the effort and atten¬ tion required to achieve it.