Reading: How to Teach It

by Sarah Louise Arnold

Word Study apart from the Reading Lesson.

If the words which occur in the reading lesson present such difficulty to the children that their first efforts in reading are seriously hindered, it is wise to make the word study a separate exercise, preparing for the so-called reading lesson. This preparatory lesson, often called “the development lesson,” should make the pupils so familiar with the form of the word that it at once suggests the meaning. If the meaning itself is new, there is need also of the explanatory or illustrative lesson. It may be wise to repeat the suggestion that the explanation does not always explain, and that special illustration is necessary in presenting new ideas to the children. In any case, however, the time taken for “sounding” the word, or the necessity for explaining its meaning, is an interruption to the reading as thought getting, and should be reduced to the lowest terms in the reading exercise. The better plan, with classes of young children, is to arrange a separate time for word study, as a preliminary to individual study of the lesson. Where it is possible to secure the necessary time, the order of the work might be as follows:

1. Class study of new words, with explanation and illustration by the teacher when necessary.

2. Individual study of the lesson at desks, or “busy work” employing new words.

3. Reading the lesson which has been studied.

4. Supplementary reading, sight reading, or review.

This plan is especially adapted to the first year of school, where the time is largely given to language and reading. In the class study phonics finds its proper time and place. In the seat work children make some application of the knowledge just acquired. When the reading exercise takes place, the time should be given to reading, the attention being held to the thought in the lesson.

Supplementary and Sight Reading.

The supplementary book is intended to afford variety in practice for the young readers, and to prevent the memorizing process, with its hindrance to reading. Its use depends upon circumstances. It should sometimes be used as is the “regular reader”: studied, read, and re-read—that is, if it is worth re-reading. It may be given to the pupils for silent reading only, or for individual reading when other work is done. Selected lessons from the supplementary reading may alternate with those of the more familiar book, or the books may be changed from week to week.