The Summers readers: manual, first lessons in reading

by Maud Summers

at	ack	am	an	and	ay
h at	p ack	j am	m an	h and	j ay
m at	r ack	h am	r an	s and	h ay
f at	J ack	S am	f an	and	s ay
s at	h ack		p an		p ay
r at	s ack

ing	ill	in	op	un	ump
r ing	m ill	f in	m op	s un	j ump
s ing	h ill	s in	h op	f un	h ump
	f ill	p in	p op	r un	p ump
	t ill
	s ill

Word List No. II.

rack	sand	ham	hand	mop	pop	Jack
ran	say	hill	hop	mill	pan	Jill
ray	Sam	hack	may	pill	pack	jump
fill	sack	hat	man	pat	pin	jay
fin	sin	hay	mat	pay	pump	jam

Note.—

(a) As soon as the children can read the words arranged in a series, take them irregularly. When they have power quickly to perceive and blend the sound elements, refrain from covering the parts. The goal is instant sight recognition.

(b) Secure individual recitations. Concert work has its place, but the object is individual power.

(c) Note the words over which the children hesitate and make these the basis of the next arrangement.

(d) Frequently rearrange the phonic list. The object is not to memorize the words, but to give the children the power to read them by their sound elements.

(e) Add the names of children in the class to the word lists and analyze these into their sound elements.