THE PROGRESSIVE ROAD ΤΟ SILENT READING BY WILLIAM L. ETTINGER SUPERINTENDENT OF SCHOOLS, NEW YORK CITY EDGAR DUBS SHIMER ASSOCIATE SUPERINTENDENT. NEW YORK CITY JAMES J. O'REGAN PRINCIPAL OF PUBLIC SCHOOL NO. 77, NEW YORK CITY FOURTH YEAR SILVER, BURDETT AND COMPANY BOSTON NEW YORK CHICAGO ONE of the most marked advances in educational theory and practice is the increasing recognition of the importance of silent reading. Until very recently reading was taught with reference almost exclusively to its oral phases - correct pronunciation, distinct enunciation, and ability to read without hesitancy. For some time, however, the more thoughtful teachers have felt that these standards failed to recognize the most essential element of good reading the ability to extract quickly and unerringly the thought of the subject matter. Silent reading is the means which present-day thought and practice have provided to develop this skill. It is the object of this addition to THE PROGRESSIVE ROAD TO READING series to embody those types of training, based upon the findings of experimental science, that will produce efficiency in silent reading. Children do not learn to read for thought unless taught to do so by a method suitable to their mental attainments. The method presented in this series of books is the outgrowth of actual work in the classroom, and the authors' confidence in the method employed is based upon its successful class room use. In the light of the foregoing, it may readily be inferred that in addition to the quality of the carefully selected material suitable for silent reading, this series has certain distinctive features: 524953 1. Reading for comprehension is provided for in specific directions to children upon the method of studying the subject matter, and in addition the child is tested upon the efficiency of his work by comparing his synopsis of each numbered selection with the corresponding one found in the Appendix. These synopses in the Appendix have been made by children of the same grade as those who will use the book. Consequently, a standard of attainment is established which is not above the capacity of children in this grade. These synopses are graded throughout this series, progressing from the simplest statement of the thought in the first book to the more advanced topical outline of the last. 2. Reading for speed is provided for in ten unnumbered selections which direct the child to the library for the rest of the story while he is in a state of suspended interest, the number representing one longer selection for reading every four weeks throughout the school year. This feature has many advantages, among which may be mentioned the possibility of directing the children's reading and also of providing a systematic course of extensive reading during these years. The pupils should be required to give in class oral synopses of these longer selections. If the books mentioned could be made the nucleus of a class library, it would add to the pupils' convenience. 3. The study of standard pictures as part of the reading text will furnish the beginnings of the appreciation of art. Well-rounded education demands that children should be taught to "read" pictures, by seeing in them the beauty revealed to the eye of the artist. The appreciation of literature and art should grow side by side in the process of child development. 4. Correlation. The method of study herein developed is applicable to the study of language, history, science, etc. These subjects will be found easier to acquire and to retain with the growth and development of skill in reading effectively. Recent studies have shown that lack of ability to read understandingly is one of the chief reasons why children do not succeed well in other subjects. Composition becomes a reasonable and intelligent exercise when children write or tell a story based upon a "composition content" of their own, arranged in a logical sequence. Thoughts and ideas move easily and fluently under such conditions. By the employment of a method as basic as the one herein provided, the teacher's work will become easier, more systematic, and consequently more effective, and the children's efforts more fruitful because of the successful self-activity aroused and developed. The acquisition of a method of study means that during his school life the child will be doing what every successful educated adult has learned to do, attack a subject and make it his own, even if assistance is not at hand. There is no better preparation for life than what is attempted in this series. Acknowledgment is gratefully extended to Johanna M. Hopkins and Helen C. Keating for their valuable assistance in the preparation of the picture study lessons. THE AUTHORS |