It is not a proper test of a child’s advance that he should be able to read very early. Neither do we now make the teaching of reading the chief object in first lessons. Rather does the child learn first to master the difficult art of connecting spoken sounds with written signs somehow, on the happy road from babyhood to schooldays, while his mother still holds him by the hand.
The training of your boy’s ear in detecting the sounds that go to make up the words he uses is of the very first importance. You encourage him in the use of language by getting him to talk freely about what you do together, describing in his own pretty way the flowers, birds, toys, pictures that he loves. All the time you are gently insisting on perfect pronunciation, clear, pleasant modulation of his speaking voice, quiet breathing through the nose. Presently, when you see he is quite ready for it, you lay stress on the sounds made at the beginning and end of such words as cat, dog, puss, pig. He will soon copy quite accurately the sounds of the various consonants, and find other words beginning or ending with similar sounds to those in the examples you give.
Later will come the vowel sounds, and patient work will be needed to make him see the difference in the various sounds of a, o, and so on. At this stage it will amuse him to have a looking-glass before him to see how the shape of his mouth alters when speaking. Let him practice working the muscles round his lip and moving his tongue freely. It will also help if he sings the vowels, thus—take deep breath, sing a (as in father) as long as the breath lasts; take breath, sing a (as in fate), in same way; and so on with all the vowel sounds.
You will, of course, make a table of all the sounds you teach him for your own use, with lists of suitable words, and something has really been accomplished in the numberless five-minute sound-lessons when the child can break up the words he uses into the sounds that go to make them—b-u-n, bun; f-i-g, fig.
So much for the first training in recognizing and reproducing the sounds.
And now we come face to face with the much-discussed question—when and how is a child to learn the letters (the printed signs of sounds) and the names given to these letters? Some children settle this question for themselves by “picking up” these letters and their names from picture-books and blocks with little outside help, but they will find it useful later on to know the names of the letters and the order of the alphabet. See to it that your boy learns to call the letters by their sounds, not their names, and help him to realize that the letters are the signs of the sounds, used to tell us what sounds we are to utter.
You have a sand-tray? Let the fat little finger practice making a round o in it, while the rosy lips form the long o, as in no and lord, the short sound, as in not; or tracing crooked s while he hisses like the geese on the common, or says “puss,” “sat,” and so on.
If you have a box of good, plain letters, let him pick out the m in mouse, the t in table and in rat. Your small blackboard will come in handy, for he will be most happy to print on it in chalks the letters as he learns them. Let him model their shapes in clay, draw and paint them in colors, make them out of slips and curves of colored cardboard, varying the practice as much as possible; and see to it that he is never bored. He will soon greatly enjoy identifying and cutting out large and small letters as he learns them from advertisements in big type, and pasting them in a “letter” scrapbook, made by fastening together a few sheets of brown paper. Guide him to class together v and f, r and l, s and z, b and p, m and n, t and d, and the vowels in their order, with a whole page to themselves—this with a view to the time when he begins to study seriously.
But that is looking far ahead. We have now brought him to the point of being ready for his first reading lesson. But do not hurry; give his eyes plenty of distance work, plenty of training in reading Nature’s wide-open book, before you put printed books into his hands. He is to be a keen lover of books, so make him want to read, and see to it that he is interested and happy every moment of the time given to his reading lesson.
Here is the method: