LB 1525 
 
 C83 ^ 
 
 Copy 1 B 
 
 Primary Reading 
 AND Phonics 
 
 HELPFUL SUGGESTIONS 
 
 By CUNDY 
 
 PUBLISHED BY 
 
 J. S. LATTA, Incorporated 
 
 CEDAR FALLS, IOWA 
 
SUGGESTIONS 
 
 For Teaching 
 
 PRIMARY READING 
 and PHONICS 
 
 BY 
 
 J. E. CUNDY 
 
 PER COPY POSTPAID 
 30 CENTS 
 
 Copyright by J. S. Latta, Inc., 1919 
 
13'' 
 
 2-^ 
 
 HO^ 131919 
 
 ©CI,A536d33 
 
 AiO 
 
Introduction 
 
 To teach reading effectively, some systematic plan or method 
 must be followed which will give beginners independent control 
 of the mechanical processes involved and at the same time give 
 them power to interpret the thought of the printed page. 
 
 Vital Defects in ^^ ^^^ P^^^ many elaborate systems or 
 M Tf A' methods have been worked out and used in 
 
 M^U ^^ "^ the schools with greater or less success. Most 
 Methods ^f these methods have beeri analytic in na- 
 
 ture, analyzing our spoken language into its phonetic elements 
 and then drilling on each of these elements in type words. Most 
 texts which follow these methods consist largely of disjointed 
 sentences, built out of phonetically selected words, as they are 
 from day to day developed. 
 
 Recently, experimental psychology has given us new light on 
 the reading process. Dr. Edmund Burke Huey, Dr. John Dewey, 
 Dr. G. Stanley Hall and many other scientific investigators have 
 pointed out vital defects in prevailing systems and have urged 
 important changes in our teaching methods, in harmony with the 
 new psychology of reading. They call attention to special faults 
 in present methods : 
 
 (1) The stress is placed upon the mechanical to the neglect 
 of the development of thought power. In the words of Dr. Huey, 
 "The actual aim that has guided in the selection and arrangement 
 of most of the early reading matter has been to develop the power 
 to recognize and call words, making reading a matter of pronounc- 
 ing mainly." So we see that by making word mastery the end, 
 these methods produce readers of words rather than thoughts. 
 
 (2) The child's interest — his only motive for learning — is 
 ignored, since no vital content is provided for him. Dr. Dewey in 
 speaking of what he terms the "utter triviality of the contents of 
 our school primers and first readers," says, "they lack the essen- 
 tial of any well-grounded method, viz : relevancy to the child's 
 needs." Any method which ignores interest is extremely waste- 
 ful of energy. For interest is the most powerful impelling force ; 
 when it is lacking, compulsion must be used, which results in 
 too much laborious drill. 
 
 Too Much Oral Compared with Silent Reading. — It is high 
 time the teachers of our public schools were recognizing the fact 
 that about 95 per cent of the reading done by the reading public 
 as well as the pupil in the upper grades is silent reading and that 
 for this reason the most of the time should be given to the devel- 
 opment of rapid and good thought getting from the printed page 
 silently. Too much time has been given to the mechanics of read- 
 ing compared to the time given to the real function of the reading 
 process — thought getting. 
 
The educational interests of our country owe a great deal to 
 the Iowa Elimination Committee for their splendid treatment of 
 the common branches. Their work in reading is so comprehensive 
 and good that I have quoted extensively from this report on the 
 general treatment of the subject. This report represents the best 
 thought of the day and should be carefully applied to our teaching. 
 
 We wish also to acknowledge the courtesy of the Iowa State 
 Teachers' College Training School in allowing us to use the out- 
 lines on reading and phonics for courses of study and lesson plans. 
 
 Aim of This Booklet 
 
 In preparing this work on Reading and Phonics, no attempt 
 has been made to give any particular method or device which the 
 author might choose for his own teaching but rather to put before 
 the teacher enough material on the general principles of teaching 
 reading and phonics, together with somewhat detailed explanation 
 of two of the most commonly used methods, to enable the teacher 
 to work out or select the plan that she thinks is the best suited to 
 herself. 
 
 The suggestions ofifered herein represent some of the best 
 modern ideas on the teaching of reading and phonics, and we offer 
 them with the idea that they will enable the average teacher to 
 better understand the importance of these subjects and how to 
 get better results in teaching them. 
 
Reading 
 
 No other subject receives so much time and attention, espec- 
 ially in the primary grades as that of reading- and yet it is quite 
 commonly agreed that the subject of language and reading are the 
 most poorly taught of all the subjects and at the same time are the 
 most important. There are many reasons why this is true, among 
 which are a wrong conception of the relative importance of oral 
 and silent reading and at the same time not recognizing the fact 
 that reading is a thought getting process more than a thought ex- 
 pression by the individual. In dealing with the subject of aim, 
 oral and silent reading, preparing lesson, diacritics and rate of 
 reading, the Iowa Elimination report 1916 reports as follows: 
 
 Aims of Reading 
 
 This committee placed the aims of reading under three heads, 
 viz: (1) knowledge, (2) attitude or interest, and (3) skills, and 
 gave them in the following detailed manner to show the problem 
 of the teacher: 
 
 Knowledge Aim. — It is essential that the individual acquire a 
 knowledge of the mechanics of reading and it is equally as essen- 
 tial that this work be made incidental particularly in the lower 
 grades. The necessary knc^vledge of phonetics can be given w^ith- 
 out making it the chief concern of the work of the first two years. 
 The work in diacritics need receive no attention until the child be- 
 gins to prepare to use the dictionary. The use of the dictionary 
 will likely proceed in the regular order — finding the pronunciation 
 of words in the third year, meaning of a few selected words in the 
 fourth year, and gradually further use for finding synonyms, etc. 
 At present, too much of the emphasis in reading is placed upon 
 mechanics of reading and this emphasis needs to be changed. 
 
 With the development of the modern reader, illustration has 
 come to hold a prominent place. The child should acquire a 
 knowledge of the picture as an aid to the interpretation and appre- 
 ciation of the thought on the printed page. On the other hand, the 
 pupil should be led to realize that imagery or mental pictures are 
 an accompaniment of certain reading material such as stories, 
 descriptions, etc. From the first the ability of the pupil to image 
 the ideas presented must be developed. 
 
 A knowledge of the imaginary, or ideal, found in the folk 
 stories, nursery rhymes, fables, history, biography, etc., taught in 
 the primary grades, is necessary to the proper development of the 
 imagination. Without a knowledge of these the child must live a 
 relatively narrow and commonplace existence. On the other hand, 
 care must be exercised to prevent over-stimulation of the imagina- 
 tion without giving opportunity to realize its appropriate expres- 
 sion. 
 
The pupil should gain through his reading of history, biogra- 
 phy, stories of adventure, etc., an acquaintance with the best qual- 
 ities of human nature. Knowledge of these qualities — the mental, 
 moral, and spiritual traits of a highly civilized people — and an ap- 
 preciative attitude towards them will virtually help in developing 
 these traits in the individual. 
 
 The elementary school course in reading should aim to give 
 some knowledge of the literary forms. Recognition of the funda- 
 mental differences between prose and poetry is possible to children 
 of the lower grades. This knowledge should be a by-product of a 
 sympathetic study of poetry and prose selections which appeal to 
 the pupil, rather than an independent aim from set lessons on forms 
 of literary expression. Probably of the simpler prose forms the 
 eighth grade should find the pupil acquainted with description — 
 both scene and character ; while he should know at least the four 
 line stanza and possibly the narrative poem. 
 
 Interest, Ideals and Attitude. — The second great aim of read- 
 ing is to create on the part of the reader proper interest and ideals. 
 Literary study should seek as the major aim : 
 
 (a) Development of a love for the beautiful, and good and the 
 inspiring in Nature, Man and God, as revealed and idealized in lit- 
 erature. It is here that an opportunity is given for the calling out 
 and exercising of the feelings — a time when there shall be a legiti- 
 mate occasion for legitimate emotion. 
 
 (b) It should seek the development of appreciation of litera- 
 ture itself. Here we have two phases of literary appreciation: (1) 
 enjoyment of content tending to modify the reading standards of 
 the individual so that what the individual reads is worth while; 
 (2) enjoyment of form, tending to establish reading habits that 
 what is read has merits because of its form, rhythm, style, struc- 
 ture, vocabulary, etc. As illustrations of the second phase, com- 
 pare the appreciation of literature as evidenced by readers of the 
 cheap, sordid, imaginative stories and such a masterpiece as 
 "Treasure Island." 
 
 Skill and Facility. — Skill in silent reading — ability to extract 
 thought from the printed page, the ability to interpret and enter 
 into the writers' experiences and feelings — constitutes the chief 
 problem under this head. Some standards for skill have been es- 
 tablished, but they deal only with the rate of reading and repro- 
 duction of material read. The Kansas Silent Reading Standards 
 are the most readily available, and it is an easy matter to test pu- 
 pils for comparison. % 
 
 Skill in the oral expression of what is read has been made the 
 chief purpose of elementary reading instruction in the past. The 
 standards of oral reading are well established since it is the most 
 measurable of the skills embodying fluency, correct expression and 
 
pronunciation. While oral reading has recognized value, the pres- 
 ent tendency is to place the greater emphasis upon silent reading, 
 as it is of more evident and more constant service to the individual. 
 
 r\ I J OM M. All sane teachers agree that one phase of the 
 Oral and oilent ,. i u u ^ ^ a ■ ^u^ ^o.f 
 
 P 1. readmg work has been neglected m the past 
 
 iveaaing — ^1^^^ ^^ silent reading. The emphasis has 
 
 been placed upon oral reading, not because teachers saw any defi- 
 nite relation between the emphasis placed upon it in the school 
 and its use in later life, but because it lends itself admirably to 
 teaching and testing purposes. The ability of a child to recog- 
 nize words and his ability to give oral expression to those words 
 are the most easily tested phases of the reading process. The 
 teacher is able to tell by his pronunciation whether or not the 
 pupil recognizes the word and whether or not he can pronounce 
 it. By the fluency of expression and by the inflection of the voice 
 of the pupil while reading, the teacher imagines she can tell 
 whether or not the pupil understands that which is being read. 
 However, the frequent re-reading orally of a passage or selection 
 by the pupils or teacher results in the various pupils acquiring 
 the same inflections as the teacher, but it does not follow that the 
 passage read is understood. 
 
 Authorities tell us that 95 per cent of our reading in later life 
 is silent reading. This being the case, the training that the pupil 
 receives in his reading class should not be of a type to make him 
 an oral reader. Emphasis must be placed upon the silent reading 
 of the child, for upon this silent reading ability 
 depends the progress of the pupil in school. 
 As will be seen from the chart below the 
 amount of time to be given to silent reading 
 should increase through the grades. During 
 the primary grades the practice of oral reading 
 should predominate, but according to Dr. Judd 
 the rate of oral reading is, in general, exceeded 
 by the rate of silent reading in the fourth 
 "3 grade. Since the quality of the silent reading 
 seems to be better than the oral reading in 
 these and succeeding grades, common sense 
 indicates that in the fourth to eighth grades 
 the amount of time spent in silent reading 
 should steadily increase. Even in the primary 
 grade a definite attempt should be made to have the pupil do some 
 silent reading; otherwise when the fourth grade is reached the 
 pupil will have become a confirmed oral reader and his efforts at 
 silent reading will result in "lip-reading." Under these circum- 
 stances his speed of reading will be that of oral reading, which 
 means that he is a slow reader." 
 
 Eighth Ora^/ 
 
 I 
 
 Seve.ith Gyade 
 
 Sixth 
 
 GrLe 
 
 Fifth 
 
 (jTa.de 
 
 ?ourty 
 
 \ Grade 
 
 Thlrfi 
 
 Grade 
 
 Se/onc 
 
 Grade 
 
 r/ret 
 
 Grade 
 
Preparing for 
 the Lesson 
 
 The reading lesson is one which too frequently 
 both the teacher and pupil approach without ade- 
 quate preparation. The pupil in his study period 
 has his attention centered on the mechanical phases ; the teacher 
 having this sort of a standard does not feel it necessary to make 
 a thorough study of the reading lesson because she feels that she 
 can usually pronounce the words in the reading lesson and knows 
 her broader experience will enable her to criticize the oral reading 
 of the pupils as to inflection, pronunciation, phrasing and the like. 
 What critical study is made of the thought involved in the read- 
 ing lesson is too frequently a by-product of the oral work. The 
 reading of a certain passage indicates in a general way the pupil's 
 lack of understanding and a question is then asked as to the 
 meaning of the passage. In other words, the oral reading has 
 preceded interpretation, whereas the order should be reversed. For 
 if the reading selection has been well interpreted by the pupil, 
 many of the problems of the oral reading will have been solved. 
 From "How to Teach the Fundamental Subjects," by Kendall & 
 Mirick, the following for the lower grades has been taken : 
 
 The teacher, then, will need to teach the pupils how to set 
 themselves tasks. Some of the following suggestions may be 
 helpful : 
 
 Make a list: — 
 
 Of new words 
 
 Of the people in the story 
 
 Of words hard to pronounce 
 
 Of words hard to spell 
 
 Of places in the story 
 
 Of birds, flowers, or trees. 
 Suggest a different title for the story : — 
 
 Tell how many incidents it contains. 
 
 Compare it with another story, and give reasons for pre- 
 ferring one or the other. 
 
 Tell which person you like best, and give reasons. 
 
 It is evident that if the pupil is to make adequate preparation 
 for the reading recitation, he must be guided and directed in his 
 study period. Furthermore, if the reading recitation is to be 
 something more than a "desultory rest period," the teacher her- 
 self must have a definitely thought-out plan. She must have a defi- 
 nite idea of the purpose of her lesson, of her method of procedure 
 and of the content of the selection. 
 
 Dr. C. A. McMurray gives in his Special Methods in Reading 
 the following suggestions: "In the assignment of the lesson the 
 teacher has a chance to give the children a glimpse of the pleasure 
 that awaits them. This should be done briefly. If it is historical, 
 locate the time, place and geographical setting. Sometimes it 
 pays to spend five or ten minutes in attacking the difficult words. 
 Let the class read on and discover words or phrases that puzzle 
 them. Let the difficult forms be put on the board and syllabicated 
 
if necessary. A brief study of synonymous words and phrases 
 may be in place." 
 
 "Skill, originality, and teaching-art are much needed in the 
 assignment. It is not how much the teacher says, but the sug- 
 gestiveness of it, the problems raised, the questions whose ans- 
 wers lie in the examination of the lesson." 
 
 "It is a mistake to decline all helpful and suggestive study of 
 the next lesson in class, on the ground that it invalidates the self- 
 activity of children. Self-activity is not encouraged by requiring 
 children to struggle with obstacles they have not the ability to 
 surmount." 
 
 c* Li p J* The reading of selections which have not been 
 
 Oigni Keamng studied beforehand, should not be attempted 
 except with material ordinarily used for lower grades. It should 
 be material which the pupil can readily understand even when 
 burdened with the two-fold problem of recognizing the words and 
 of giving oral expression to them. 
 
 T\. •■• In past years there has been a distinct tendency on the 
 part of primary teachers to give the children consid- 
 erable knowledge of diacritics in the first grade. It was thought, 
 and is still thought by some, that a knowledge of diacritics is a 
 help to the pupil in that it makes him independent of the teacher 
 in pronouncing new words. The present prevailing tendency is 
 to omit the use of diacritical marks in the first and second grades, 
 and with that tendency this report is in hearty accord. Children 
 may be told that the vowel i^ long or short but the vowels should 
 not be marked since they do not appear in this manner in the read- 
 ing text. In subsequent years, beginning with the third and 
 fourth grades, a knowledge of diacritics becomes increasingly im- 
 portant since the pupil must soon begin the use of the dictionary. 
 The replies to a recent questionnaire sent to the cities of Iowa of 
 more than 3,000 inhabitants indicate that with but few exceptions 
 the primary^ teachers object to the use of diacritical marks in the 
 first year. 
 
 Subject Matter for Reading Course 
 
 The reading material which will best realize the aims stated 
 must not be selected in a formal or arbitrary manner. The selec- 
 tion can not be made — as frequently is done — on the basis of lit- 
 erary merit alone. The appeal which the reading material makes 
 to the child's interests, its suitability to the psychological age of 
 the pupil, its aesthetic value, its moral worth, its literary value, 
 and, above all, its social utility — all of these standards must be 
 considered in making the selection. The subject matter for the 
 instruction in reading should be chosen not only for the attain- 
 ment of skill in interpreting what is read, or for the acquisition of 
 information, but above all it should be such as will develop a 
 stronger interest in the pupil for reading. It must, therefore, ap- 
 
10 
 
 peal to the child's interest and motive. In fact, the pupil's love 
 for reading must be so strong that when he leaves school he will 
 want to continue his education through discriminative reading of 
 newspapers, magazines and books of all kinds, rather than to con- 
 fine himself to the sporting page or the comic sheet of the daily 
 newspaper. Even if it were possible to secure this desire to read 
 through the use of selections of the best literature we should not 
 limit the pupil to this class of material because we also wish to 
 interest him in the world of science, commerce, industry, agricul- 
 ture, nature, etc. ; in the lives and achievements of great men, 
 both present day and past ; in the habits and experiences of other 
 peoples ; in stories of great inventions and adventure in current 
 events ; indeed, in all that constitutes the complex social world 
 in which we live. With such reading material, the work of a pro- 
 gressive teacher need not degenerate into a slavish attempt to 
 have pupils master the mechanics of reading, or acquire a vast 
 fund of information. But with the attainment of these ends 
 should come an appreciation of what is read and an ever increas- 
 ing interest in the world of affairs. 
 
 It is difficult to make a distinction between reading and lit- 
 erature, and it is really unnecessary to do so. The material for 
 reading should be selected because of its intrinsic value. It fre- 
 quently involves much useful material in science, history, current 
 events and, of course, gradually leads to the best type of litera- 
 ture in its broadest sense and having for its purpose the implant- 
 ing of ideals, acquainting the reader with the experiences and 
 emotions of other people — whether real or imaginary ; familiariz- 
 ing him with the vocabulary and language of those writings which 
 have proved their worth through years of use, and interest him 
 in the commercial, industrial, scientific, historical phases of 
 society. 
 
 Grade I. — In no grade has there been in recent years such a 
 vast change in the reading material as in the first. Formerly 
 the desire to give the child ability to pronounce words was so 
 strong that the primer was filled with sentences utilizing words 
 based on the same phonograms. The plan of feeding a child for 
 weeks on material like "A fat cat had a rat," "Tad has a fat rat," 
 "A man had a hat," does not meet the approval of teachers in the 
 present day. The best of the modern primers eliminate material 
 of this character not only because it possesses nothing of interest 
 to the child, but because it centers the attention of the pupil solely 
 upon the mechanics of reading to the exclusion of the meaning of 
 the sentence or paragraph. 
 
 The lists given at the end of this section contain the stories, 
 poems and other selections which have been found best to meet 
 the requirements suggested above. They include the well-tested 
 Mother Goose rhymes, fairy stories, fables, some simple nature 
 material, and a large number of simple poems of child life, es- 
 pecially those written by Robert Louis Stevenson. 
 
11 
 
 Th"e teacher must not think, however, that she is to get all 
 of her material from books. The blackboard and home made 
 charts must be constantly used to supplement the printed book. 
 It is here that the teacher can use many of the every day inci- 
 dents of child life, especially those v^diich concern her own pupils. 
 In this way the reading lesson has an immediate application, 
 readily understood by all of the children. 
 
 At all times the teacher should keep in mind the necessity of 
 the child understanding and enjoying what he is reading. The 
 great difficulty is for the teacher to select such material which is 
 interesting and yet give sufficient drill upon certain words in or- 
 der to make sure of their recognition by her pupils. It is neces- 
 sary that the teacher study the word-lists of many of the primers 
 and reading books for the first grade so that she may find stories 
 which logically follow one another in that they give an oppor- 
 tunity for drill upon the same words. Briefly, she must recognize 
 that the most effective drill can be secured by the selection of in- 
 teresting story material in which the same words are used over 
 and over again. Furthermore, there must be enough of this ma- 
 terial supplied to provide sufficient practice in reading. During 
 the first year an average class should read from six to ten primers 
 and books meeting the standards stated above. 
 
 Grades II and III. — The standards given for the selection of 
 material for Grade I do not differ essentially from those governing 
 the choice for the second and third grades. Yet the teacher should 
 keep in mind that, as the child grows older, his knowledge and ap- 
 preciation of the various phases of the social world are constantly 
 increasing, and the range of interests covered by the reading ma- 
 terial selected must keep pace with the child's interests. 
 
 Most educators agree that the mechanical phases of the read- 
 ing process should be fairly well mastered by the close of the third 
 year of school. If this requirement is to be met in a satisfactory 
 manner then the pupils in each of the second and third grades 
 should read five or six supplementary books in addition to the 
 basic reader. 
 
 Hosic advocates the teaching in the third grade of one long 
 story made up of successive well defined units. As examples of 
 these he suggests among others a version of Robinson Crusoe and 
 the story of Troy. Other examples will be found in the list printed 
 at the end of this section. 
 
 In all of these grades much literature should be presented to 
 the children orally by the teacher. In early days, literature was 
 developed and was perpetuated in this manner. The oral rendi- 
 tion still holds its charm for the adult and to an even greater de- 
 gree it appeals to the child. The teacher, then, should strive to 
 be an adept in the art of story telling. 
 
12» 
 
 List by Grades of Selections for Story Telling 
 
 Grade I 
 
 Fairy Tales (for young children) Grimm 
 
 Grade II 
 
 Hiawatha Longfellow 
 
 Nature Myths Holbrook 
 
 Grade III 
 
 Seven Little Sisters Andrews 
 
 Little Lame Prince Craik 
 
 Fables, Folk Stories and Legends Scudder 
 
 Child's Garden of Verses Stevenson 
 
 Fairy Stories and Fables Baldwin 
 
 Stories of Great Americans for Little Americans Eggleston 
 
 Pied Piper of Hamelin Browning 
 
 Big and Little People of Other Lands Shaw 
 
 Legends of the Red Children Pratt 
 
 Grade IV 
 
 Fifty Famous Stories Retold Baldwin 
 
 Robinson Crusoe Defoe 
 
 Fairy Tales Anderson 
 
 Alice in Wonderland Carroll 
 
 Old Greek Stories Baldwin 
 
 Bird's Christmas Carol Wiggin 
 
 Adventures of a Brownie Craik 
 
 Fables Aesop 
 
 Water Babies Kingsley 
 
 Rab and His Friends Brown 
 
 Each and All Andrews 
 
 Thirty Alore Famous Stories Baldwin 
 
 Pinochio Collodi 
 
 Docas, the Indian Boy Anedden 
 
 17^ J Tk k* There are two sides to reading, whether 
 
 l^A f P ^^.0"g*^t oral or silent, the thought side and the 
 iMde or Keading f^^-j^ gj^^ while the reading lesson pro- 
 
 per deals with both aspects, attention must be paid to them by 
 way of preparation before the lesson begins. Proper vocalization 
 should be insisted upon during the phonics lesson ; the quick rec- 
 ognition of words should be given before the lesson begins. Be- 
 fore setting the children to reading the sentences of the advanced 
 lesson, attention should next be centered upon the thought of the 
 lesson, thus the atmosphere for an enthusiastic recitation being 
 secured. There may be many devices for securing the interest in 
 the reading lesson, and there may be many devices for breaking 
 up bad habits, but there is only one way to secure good oral ex- 
 pression, and that is to induce the children to think the thought, 
 to feel it and to want to express it. 
 
 Rate of Reading ^^ most of our schools the tendency is toward 
 and Standard a development of slow readers. The object in 
 
 rp view should be to develop rapid readers or 
 
 *^®*^ gleaners of thought from the printed page. 
 
 Too many of us are handicapped by not being able to quickly get 
 the thought from papers and books we read from day to day 
 after leaving school and recognize to our sorrow the loss of valu- 
 able time from the habit of slow reading. 
 
13 
 
 Spend much time in drilling for speed in silent reading for 
 thought. Occasionally devote a period to it, allowing pupils to 
 contest in the gleaning of thought for a certain given time, the 
 substance to be produced in writing, or to see which can read the 
 farthest and give the thought. 
 
 For standard tests, write your state university or your state 
 teachers' college. 
 
 Storv Telling ^^^ telling of stories in the grades has a very 
 . 1^ p J® definite place and might be carried with much 
 m the Lsrades profit to a greater extent than is usual. Stories 
 that are to be read in the second grade and that are worthy of con- 
 siderable time and study, should be given orally in the first grade. 
 This creates an interest that will carry over to motivate the read- 
 ing of it in the next grade. Robinson Crusoe well told in the sec- 
 ond grade will be read and studied with much greater interest and 
 appreciation in the third. It is well for some of the story telling 
 in the primary grades to be told with this purpose in view and thus 
 make reading a thing looked forward to with pleasure. McMurray 
 says : "The oral manner is the true way to let the children delve 
 into the rich culture-content of stories and to awaken a taste for 
 their beauty and truth." 
 
 Primary Reading 
 
 Reading in the primary or the first three grades is given more 
 time and attention than any other subject because it is funda- 
 mental to their other school work and general education. Because 
 of this great importance attached to primary reading, many meth- 
 ods of teaching the subject have been devised, some good, some 
 poor, but none that has been recognized as possessing merit 
 enough to displace the others. 
 
 Methods 
 
 Methods of teaching primary reading are classified as either 
 synthetic or analytic. Synthetic methods begin with the letter or 
 sound and build words and sentences while the analytic method 
 begins with either the sentence or the word and analyzes it into 
 its elementary parts. Among the former are the alphabet, phonic, 
 and phonetic methods, and among the latter are the word, sen- 
 tence, and story methods. 
 
 While there may be a great deal of importance attached to a 
 method, yet there is but one procedure by which a child learns 
 and for this reason the thing of most importance is the teacher 
 herself, the teacher's personality. The teacher succeeds in teach- 
 ing reading not because of the mechanical routine of the method 
 she uses but because she puts herself into the method and thereby 
 gets life into it. It is quite generally agreed that, while having 
 done good service in the past, the synthetic methods are no longer 
 
14 . 
 
 considered of sufficient merit to justify anyone in teaching read- 
 ing by either of them, especially when the knowledge of the an- 
 alytical methods is so common. 
 
 Essentials of a ^' ^ "^'^^^^ P°'^^^ °^ <^ontact; reading should 
 
 jy- , iv/l «-k J begin in real content. All synthetic methods 
 
 Modern IVletnod whether alphabet, phonic or phonetic fail in 
 this respect. None of these recognize that reading cannot be 
 made vital to children unless it begins in their lives, in their needs, 
 desires, etc. No child feels any urgent desire to learn letters or 
 sounds. They mean nothing to him. All children love a story in 
 any form and are at once interested in the reading of it. Modern 
 methods of reading begin with some language unit as the word, 
 story, or sentence. However, authorities disagree as to which is 
 the real language unit of the child but any of these methods may 
 be made to conform to the general principles of a good system of 
 teaching reading, the essential thing being to so use it as to thor- 
 oughly motivate the work. 
 
 2. Reading is an analytical process. The child is shown the 
 sentence or word and is taught to recognize this not by the let- 
 ters or sounds in it but by its appearance as a whole. 
 
 3. After the mastery of a good stock of words by sight, the 
 child should learn the sounds of the symbols that make them up. 
 It is also essential that all phonics be an outgrowth of his stock 
 of sight words. 
 
 Any method that violates any one of these principles is un- 
 pedagogical and will not result in the development of the best 
 reading habits. 
 
 Whether you use the word, the sentence, or the story as your 
 basis, you will nevertheless use the sentence in teaching it. If 
 the word method, then the word is taught by association with ob- 
 jects, pictures, etc., and then using it in sentences as a basis for 
 teaching other words. If you begin with the sentence you teach 
 the sentence and learn the words from the sentence. In begin- 
 ning with the story, it simplifies the work by grouping your word 
 list for you and by furnishing a strong motive for learning to 
 read. This seems to be the method most popular today among 
 critics and supervisors. The Eclectic method, however, seems to 
 be the one most successful in the hands of the average teacher. It 
 is sometimes defined as consisting of the best parts of the various 
 methods, adapted to the teacher's work. 
 
 Sentence flapper says that the sentence method is likely to 
 ^ I J lack system, lack interest, not being related to the 
 Metnod child's interests, that it is as uninspirational as the 
 word method but without the skillful and careful gradation ; that 
 it is but an introductory device and must soon use the phonic 
 drills to teach independent word recognition. 
 
\ 15 
 
 This may be true in the hands of ,the untrained teacher where 
 she uses sentences and words in a haphazard way but there is no 
 reason why as in the case with any other method, the sentences 
 may not be selected from the primer or from an accumulative 
 
 story. 
 
 P 1 . • The Eclectic method, according to Sherman & Reed, is 
 iv/r' U J based on the following principles : 
 Method I Basis — The word as the most convenient unit for 
 
 beginning. 
 
 2. These words should be grouped into related sentences as 
 soon as possible. 
 
 3. Make an immediate connection between the word and 
 the idea it represents by use of objects, pictures, etc. 
 
 4. The introduction of phonics after the list of sight words 
 is sufficient. 
 
 5. A large use of the child's love of action as dramatization, 
 cutting, drawing, etc. 
 
 Procedure — 
 
 1. Motivation — It must be remembered that the first step 
 by any method is to create a strong desire in the child to learn to 
 read. In the Eclectic method, as in any other method, this is an 
 easy matter by the use of the story, interesting pictures, the child's 
 interests at home and playground, etc. 
 
 2. Words — Use words that are related to child interests and 
 better still, use them in such a way that the words as taught may 
 be framed into sentences which in turn are part of some story 
 whole. This suggests the idea of taking your primer, an accumu- 
 lative story, or reader as the basis for word and sentence selec- 
 tion. The idea is to prepare for independent reading as soon as 
 possible. Begin by telling a story, or asking questions, or by pre- 
 senting the object, or a picture, and writing the word upon the 
 board. Write in various places and in various sizes. In like man- 
 ner present action words by the use of the idea or action. If we 
 begin by the word method then our word list should be some- 
 thing as follows : 
 
 1. Names of common objects that can be had in the 
 school room. 
 
 2. Names of actions that can be performed in the school 
 room. 
 
 3. Words from first pages of the primer. 
 
 4. Parts of the body and building. 
 
 5. Common expressions that must be often used, as 
 "the," "to," "an," "I see," etc. 
 
 3. Phonics — Phonics should not be taught until the stock of 
 sight words is large enough so that the teacher may present the 
 easiest phonograms first. The usual rule is to begin at from six 
 to twelve weeks or after from sixty to eighty words have been 
 taught. 
 
16 • 
 
 4. Dramatization — The last Btep in an Eclectijc is to utilize the 
 child's love of action in dramatization, cutting, folding, drawing, 
 sand table, games, illustrated stories in paper cutting and past- 
 ing, etc. 
 
 The McGloskv This method makes the cumulative story the 
 
 »« .1 J basis which delights the child with its 
 
 AC ivyi i-k J rhythm and creates a strong desire on the 
 
 A Mory Method p^^j-t of the child to learn to read, which is the 
 first essential. Again, he wants to read the material at hand. 
 
 The manner of teaching primary reading by this method is as 
 follows : 
 
 General Outline — 
 
 1. Present the informal story to arouse an interest. 
 
 2. Present the formal story with its rhythmic repetitions, e. 
 g., in the story "The Kid That My Father Bought for Two Pieces 
 of Money." 
 
 A kid, a kid my father bought 
 For two pieces of money. 
 
 A kid, a kid. 
 Then came the cat and ate the kid ' 
 
 That my father bought 
 For the two pieces of money, etc. 
 
 The kid, the kid. 
 
 3. Repeat the lines frequently until they are well in mind. 
 
 4. Dramatize and recite the piece to keep up the interest 
 until memorized. 
 
 5. Suggest the pleasure of reading the story alone and thus 
 set up a strong motive for reading the selection alone. 
 
 6. Place first sentence on the board and teach the various 
 words by comparison with the same placed on other parts of the 
 board and named by the teacher after which the pupil is to find 
 it in the sentence and so on. 
 
 Procedure — 
 
 1. WORD RECOGNITION— Under this method word rec- 
 ognition is taught : 
 
 a. By position of the word in a known sentence, first, 
 second, third, etc. 
 
 b. Comparison of the unknown word with the same 
 word in known sentence. 
 
 c. After words are learned, by reading new sentences 
 from old words. 
 
 2. PHONICS — Begin phonics after a good stock of words 
 are learned. 
 
 The McGlosky method bases its work largely upon cumula- 
 tive stories for the first half year teaching three to four during this 
 period and without question the story as a basis or motive is the 
 most popular idea as a starting point for primary reading in our 
 training schools and with special primary teachers. 
 
17 
 
 Srrint or ^^^^ question as to whether the primary teacher 
 p . ^ should begin the teaching of primary reading by the 
 
 rrint ^se of script or print is an old one and one that is 
 
 still asked but after a little consideration it is easily seen that a 
 primary teacher cannot use the print first on account of the slow- 
 ness and again on account of the fact that pupils should see the 
 word as whole. Otherwise it makes little difference. In chang- 
 ing from script to print it should be done just previous to the 
 time when we desire to put the book into the hands of the pupil 
 and can be very easily and quickly done by writing words or sen- 
 tences with print underneath, etc. It is a simple matter. 
 
 np . The text book can be used easily after the stock of words 
 jj I is large enough and after the class recognize these words 
 DOOk jj-, print. This is probably at the end of two to three 
 months. However, the new lessons should be introduced from 
 the board largely during the first year. 
 
 I Before the end of the first year the child will be 
 
 ^ . able to use the book in preparing the very short 
 
 Assignment lessons. Prepare them for this lesson during the 
 phonics period. The picture may be used to motivate and to 
 illustrate the thought of the lesson. Teach pupils how to study 
 by asking them questions or writing the questions on the board 
 as a guide for their seat study. 
 
 •yi p*-„f. This should be a study lesson guided by short 
 
 U . . assignments in the form of questions that may be 
 
 Kecitation answered in sentence to be read, e. g. The teacher 
 
 says, "What does the first sentence tell us? Study. When ready 
 to tell us, look at me." After the sentences are read separately 
 the selection should be studied to be read as a whole. 
 
 Reading Subject Matter for Primary Grades 
 
 PREPARED FOR USE IN IOWA STATE TEACHERS' COLLEGE 
 TRAINING SCHOOL 
 
 Grades I.-IV. 
 
 In the first year, literature and reading are not combined. 
 Use is made of jingles and stories as found in readers and primers 
 because of the thought they contain which helps the children to 
 read for thought and recognize words as part of the content. Any- 
 one who has made a study of readers and primers will know that 
 the subject matter they contain has not been chosen for its liter- 
 ary value. Those who appreciate the difficulty first grade children 
 have with the mechanical side of reading will recognize that train- 
 ing of literary taste cannot be the main purpose in the reading 
 work. 
 
 In the second grade the emphasis in reading is still placed 
 on the niceties of the mechanics. There is a still a paucity of lit- 
 erary merit in the contents of the readers, but by the end of the 
 second year children can begin to read for appreciation and en- 
 
18 • 
 
 joyment, and an effort is made to select when possible such stories 
 as are written in good literary style. 
 
 In the third grade the children are less hampered by a lim- 
 ited vocabulary. There is an effort to introduce into the reading 
 stories for their own sake rather than for the purpose of drill. 
 
 In the fourth grade though the mechanics are still halting, 
 such books as Alice in Wonderland, Pinochio, and other simple 
 books in the original form can be read and appreciated. 
 
 The work in phonics is given to help the child to become 
 independent in reading. For this purpose the following work is 
 presented, which is carried through the first two years as new 
 material, and is given in the third grade as review. 
 
 Course of Study for Primary Grades 
 
 The method of teaching reading , in the first grade begins 
 with sentence work. The children learn to recognize sentences 
 taken from familiar rhymes and jingles or experiences they have 
 had. Later, groups of words are singled out for recognition and 
 finally words themselves. By the middle of the winter term the 
 children apply their knowledge of phonics to help them read the 
 new words. 
 
 In the second grade the children find their own difficulties in 
 their attempts to read from readers. These are made clear by help 
 of word drills, word groups and diacritical markings. 
 
 The units of reading are thought groups rather than sen- 
 tences. There is need in this grade for the informational type of 
 reading, such as description of the process of gathering and boil- 
 ing maple sap into syrup, or the report of a trip down town to see 
 where buildings used to be when Cedar Falls was first settled. 
 
 In the third and fourth grades more emphasis is placed upon 
 silent reading and reading for appreciation and enjoyment. By 
 this time the children have become familiar enough with the dic- 
 tionary to make use of it in working out the meaning and pronun- 
 ciation of difficult words. 
 
 SUBJECT MATTER 
 
 I. Oral Reading. Grade I. 
 
 1. Blackboard work. 
 Mother Goose Rhymes. 
 Experiences in hand work. 
 Experiences in nature study. 
 Experiences on special days. 
 
 2. Reading Cards. 
 
 Matching cards with printed rhymes, illustrated with 
 those not illustrated. 
 
 3. Primers and Readers. (Until last part of spring term 
 when two periods a week are given to silent reading.) 
 All of Merrill Primer. 
 
 All of First Reader. 
 
 All of Story Hour Primer. 
 
 ) 
 
19 
 
 All of Story Hour First Reader. 
 
 All of Free and Treadwell Primer. 
 
 All of Mother Goose Primer. 
 
 Elson First Reader. 
 
 Grover Folk Lore Reader. 
 
 Horace Mann First Reader. 
 
 Selected readings from two Nursery Rhyme books 
 by Blanche Fisher Wright. 
 Grade II. 
 Oral and Silent Reading. (Oral twice a week; silent three 
 times a week.) 
 
 I. All of Story Hour I. and H. 
 Stories of Red Children — Brooks. 
 
 Myths of Red Children. 
 
 Stories of Eskimo Children. 
 All of Merrill I. and H. 
 All of Progressive H. 
 All of Elson n. 
 All of Beacon H. 
 All of Aldine H. 
 
 Story Hour HI. (some stories.) 
 
 II. Library Reading. 
 Fables from Afar — Bryce. 
 That's Why Stories — Bryce. 
 Stories and Fables — Bryce. 
 Fairy Tales — Grimm. 
 
 Stories for Little Folks — Baldwin. 
 
 Bunny Rabbit's Dairy — Blaidsell. 
 
 Ned and Nan in Holland — Olmstead and Grant. 
 
 The Dutch Twins — Perkins. 
 
 III. Stories for Special Days. 
 Story of Washington's Boyhood. 
 Legend of St. Valentine. 
 
 The First Thanksgiving. 
 Stories of Christmas. 
 The First Easter Egg. 
 
 (These stories are taken from miscellaneous read- 
 ers or any source available, and vary from year to 
 year.) 
 
 Grade III. 
 Grade HI. Readers. 
 
 Story Hour II. and HI 
 
 Elson Primary School II. and III. 
 
 Art Literature II. 
 
 Progressive Road to Reading II. and III. 
 
 Brownie Tales — Cox. 
 
 Aldine II. and HI. 
 
 Horace Mann II. and HI. 
 
 Merrill 11. and HI. 
 
 Alice in Wonderland. 
 
20 
 
 Daily Lesson Plans 
 
 To further aid teachers in carrying out the ideas suggested, 
 a few illustrative lesson plans are given herewith : 
 DAILY PLAN— FOURTH LESSON IN BEGINNING READING. 
 20 MINUTES IN LENGTH 
 Prepared by Edna B. Lick, Critic in Training, I. S. C. 
 
 The House That Jack Built 
 
 Teacher's Aims — 
 
 1. To adapt the story to the children's limited knowledge 
 of reading so that they may feel an incentive for self-di- 
 rected effort. 
 
 2. To aid the children in mastering technical difficulties in 
 the way of learning to read the story. 
 
 Children's Aims — 
 
 1. To read a story about the pictures they have drawn. 
 
 2. To be able to read to others from their books. 
 
 3. To be able to read "The House That Jack Built" from 
 other books. 
 
 Introduction — 
 
 Here are your books in which I have written the story about 
 your pictures as you suggested. Would you like to be able to read 
 the story yourself? Do you think of someone else who would en- 
 joy hearing you read the story? 
 
 BODY 
 
 Method. 
 ^Vbat does the first picture show? Who 
 built this house? This sentence tells these 
 two things. 
 
 What does the second picture show? Where 
 was the malt? What groups of words can 
 you find here that you also found in the first 
 sentence? Will you show us one group of 
 words that you find, Howard? Show us an- 
 other group, Alice. Now can you all read 
 t^^e whole sentence? Will you read it to us, 
 Kemper? 
 
 What does the first group of words in this 
 sentence tell? What did the rat do? Read all 
 about the rat. Can you find the words that 
 say "ate the malt?" Find them, John. What 
 groups of words have you here that are like 
 those you have read before? Can you read 
 all of this sentence, Marian? 
 What happened to the rat? Read the story 
 about this last picture. What groups of 
 words have you read before? Can you find 
 them on another page in your book? 
 
 Matter. 
 This is the house 
 that Jack built. 
 
 This is the malt 
 that lay in the 
 house that Jack 
 built. 
 
 This is the rat, 
 that ate the malt 
 that lay in the 
 house that Jack 
 built. 
 
 This is the cat 
 that killed the rat 
 that ate the malt 
 that lay in the 
 house that Jack 
 built. 
 
21 
 
 Conclusion — 
 
 Do you think you could read this story if you had no pictures 
 to help you? Would you like to try it tomorrow? Would you be 
 able to tell whether the story had been written correctly in your 
 book? We shall examine the books tomorrow. 
 
 FIRST GRADE READING LESSON AS TAUGHT FROM 
 PRECEDING PLAN 
 
 By Edna B. Lick, I. S. T. C. Training School. 
 
 The children, having shown an interest in pictures about 
 "The House That Jack Built" which they had found in Caldecott's 
 picture book, were told the complete story. Some of the children 
 expressed a desire to draw "The House That Jack Built" on the 
 blackboard. They did draw the house and at the teacher's sug- 
 gestion were anxious to have a lesson on drawing the malt, the 
 cat, and the rat. Some children drew other characters in the 
 story. In giving the drawing lesson the teacher had the children 
 fold their papers into pamphlet form and place one drawing on 
 each page. 
 
 When the drawings were finished the teacher asked. "Do 
 you think that anyone who did not know the story of The House 
 That Jack Built could tell what these pictures meant?" The 
 answer was "No." Then what could we do to make the story 
 more clear? The children answered, "We could tell the story or 
 we could write it in the book." 
 
 As the children were unable to write the story themselves the 
 teacher collected the books and wrote the story for them. 
 
 Upon returning the books to the children she asked, "Would 
 you like to be able to read this story yourselves?" The children 
 expressed their desire to do so. 
 
 The teacher drew a house on the board and wrote : "This 
 is the house," reading it to the children before writing the next 
 group of words "that Jack built." Children were then asked if 
 they could tell which words said "This is the house" and if they 
 could find the name of the boy who built the house? They did so 
 readily. 
 
 The teacher then drew a sack of malt and wrote "This is the 
 malt." She read this to the children and had them discover the 
 likeness in "This is the house" and "This is the malt." Then she 
 asked "Where was the malt?" The children answered: "It was 
 in the house." The teacher explained that she had not written it 
 just this way in their books although it meant the same. She 
 wrote "that lay in the house" and read it to the children. Then 
 she wrote "that Jack built" and by comparing this group of words 
 with the same group in the first sentence the children were able to 
 read it independently. 
 
 The next two sentences were developed in the same manner, 
 the teacher reading less and the children more as the repetition 
 increased. 
 
22 
 
 In conclusion the teacher suggested that they might not al- 
 ways have the pictures to aid them in reading the story and asked 
 whether they would like to try reading it without pictures. The 
 children were of differing opinions as to whether they could or 
 could not do this but were anxious to try it the next day. 
 
 DAILY LESSON PLAN EMPHASIZING SILENT READING- 
 THIRD GRADE 
 
 Prepared by Amy F. Arey, Acting Critic Primary Grade I. 
 S. T. C. Training School. 
 
 The Camel and the Pig 
 
 (Merrill Second Reader, pp. 7-10.) 
 
 Teacher's Aims — 
 
 1. To help the children to an intelligent enjoyment of the 
 story. 
 
 2. To increase the pupil's ability to get the thought. 
 What fables have you enjoyed reading? Whose fables were 
 
 all written by Aesop. Here is a fable that was written in India. 
 Let us see what kind of a story these people enjoyed. 
 
 Matter Method. 
 
 Page 7, The picture tells you who the story is about. 
 
 I wonder what they are saying to each other. 
 Read the story and find out. Here are some 
 questions I will ask you after you have read 
 it. (Questions written on the blackboard.) 
 
 Part I. What did the camel think he could prove? 
 
 What was the pig going to prove? How did 
 the camel show that he believed he was 
 right? How did the pig show that he be- 
 lieved he was right? 
 
 Part II. How did the camel prove his point? 
 
 Part HI. How did the pig prove his point? DSd the 
 
 camel lose his hump? Why not? Did the 
 pig lose his snout? Why not? 
 
 Conclusion — 
 
 What do you think the camel and the pig learned? Would 
 you like to read another fable from India? The next story is one. 
 Shall we read it tomorrow? 
 
 How to Teach a Poem in the First Grade 
 
 Where the Boats Go By — Stevenson. 
 
 Teacher's Aim — 
 
 I. To develop the appreciation of the poem and to create a 
 desire on the part of the pupils to read it. 
 
 II. To teach the poem as a reading lesson. 
 Pupil's Aim — 
 
 I. To hear a poem about a little boy sailing boats. 
 
 II. To give his expression of the poem as a reading lesson. 
 
23 
 
 This poem is about a little boy who lived near a river. One 
 of his favorite plays was sailing boats on the river. First he gives 
 us a picture of the river. 
 
 "Dark brown is the river, 
 
 Golden is the sand ; 
 It flows along forever 
 
 With trees on either hand." 
 As he puts his boats into the stream, he sees other things 
 floating, green leaves, and water bubbles. 
 "Green leaves a floating, 
 
 Castles of the foam, 
 Boats of mine a-boating — " 
 and then he wonders — 
 
 Where will all come home?" 
 
 He watches and watches as they sail, asking himself that 
 question — 
 
 "Where will all come home ?" 
 He sees the river moving steadily on — 
 "On goes the river 
 
 And out past the mill ; 
 Away down the valley, 
 
 Away down the hill." 
 
 Then he thinks that other children like to sail boats on the 
 river. He imagines that some children along way ofif may watch 
 the river and may find the boats he is sending out on the river. 
 
 "Away down the river, 
 
 A hundred miles or more, 
 Other little children 
 
 Shall bring my boats ashore." 
 
 The teacher reads the poem a second time without comment. 
 
 Would you like to read the poem ? Assigns the poem for a 
 study. Prepare questions for the board to guide them in their 
 study. Have them read and discuss the poem in class. 
 
 In the teaching of any poem that is worth while, it is well 
 to give opportunity for all the ways of expressing it that are pos- 
 sible in order to fully get the beauty and interpretation of the 
 poem and to stimulate a love for it in its beauty, e. g., have them 
 work out this poem on the sand table dramatizing as much as 
 possible. Have them draw, cut, fold, color and memorize and 
 recite the poem. In fact, as long as interest is kept high we can- 
 not give too much expression to it. 
 
 The following list of poems for study and memory work in 
 the first three grades is given by the Iowa Elimination commit- 
 tee. This list may seem short but it is true that too many poems 
 are gone over in these grades with too little appreciation and it is 
 better to take a few choice pieces and teach them well as to teach 
 so many poorly. 
 
Grade I. 
 
 Good Night and Good Morning Lord Houghton 
 
 Rain R. L. Stevenson 
 
 The Cow R. L. Stevenson 
 
 The Wind R. L. Stevenson 
 
 Bed in Summer R. L. Stevenson 
 
 Twinkle, Twinkle, Little Star Jane Taylor 
 
 Little Birdie Tennyson 
 
 Grade II. 
 
 The Fairies Wm. Allingham 
 
 November .' Alice Gary 
 
 Thanksgiving Day Lydia Marie Child 
 
 How the Leaves Come Down Susan Cooledge 
 
 W3mken, Blynken and Nod Eugene Field 
 
 The Duel Eugene Field 
 
 Lady Moon Lord Houghton 
 
 Seven Times One Jean Ingelow 
 
 The Brown Thrush Lucy Larcom 
 
 The Blue Bird Mrs. Emily Huntington Miller 
 
 Daisies Frank Dempster Sherman 
 
 The Swing R. L. Stevenson 
 
 My Shadow R. L. Stevenson 
 
 Grade III. 
 
 Marjorie's Almanac Thos. Bailey Aldrich 
 
 The Tree Bjornstjerne Bjornson 
 
 Norse Lullaby Eugene Field 
 
 A Boy's Song James Hogg 
 
 September Helen Hunt Jackson 
 
 The Owl and the Pussy Cat Edward Lear 
 
 Selections from Hiawatha H. W. Longfellow 
 
 A Visit from St. Nicholas Moore 
 
 America Samuel F. Smith 
 
 Where Go the Boats? R. L. Stevenson 
 
 Sweet and Low Tennyson 
 
 Suggestions 
 
 1. Have your lessons planned a week in advance. Have 
 your devices and seat occupation work ready to supplement and 
 to aid the regular lesson plans. 
 
 2. Make your recitation periods short rather than long- and 
 do not attempt to teach a lesson unless you are prepared and wide 
 awake. Make the recitations snappy but not boisterous. 
 
 3. When a child reads with poor expression or fails to get 
 the thought, do not ask him to read again until by questioning 
 you have led him to correct his errors. 
 
 4. Sight reading should be given frequently, from the board 
 for younger classes and from outside books for the more advanced. 
 Always use material a grade below the class for sight reading 
 and with no new words. 
 
 5. Silent reading should be carefully planned and may occupy 
 a few minutes of each recitation, and at times the whole recitation 
 period. 
 
Phonics 
 
 In past years primary teachers over-emphasized the value of 
 phonics. Today, most of the progressive teachers advocate the 
 beginning of phonic work not earlier than six weeks after the 
 child enters the primary grade. At the end of the first year he 
 should know the elementary sound values of the letters of the 
 alphabet. Since the sound values of letters and of phonograms is 
 so important a matter in the sipelling of words, this phase of the 
 work should receive emphasis in the second and third grades. 
 
 The following diagram from Kendall & Mirick shows the 
 comparative proportion of time which, in their judgment, should 
 be devoted to the mechanics of reading, and to mental and emo- 
 tional training. 
 
 a — Phonics 
 
 b — Meaning and pronuncia- 
 tion of words. 
 
 c — Mental Training — 
 Information 
 Inspiration 
 Enjoyment 
 
 Reasons for ^^^ object of introducing phonics into any 
 
 Teaching 
 Phonics 
 
 method of teaching primary reading is to give the 
 child a key to his reading work whereby he may 
 be independent. The proper teaching of phonics 
 enables him to become quite independent of his teacher in the 
 preparation of his reading lessons and gives the consciousness of 
 power that is another motive for reading as well as a thrill of joy. 
 Many primers are constructed purely to fit some special outline for 
 teaching phonics. This does not make a good system as it is 
 mechanical and lacking in interest. The phonics should be based 
 on the reading instead. The final efficiency of a reading method 
 is greatly reduced if the power for independent reading is not 
 reduced to a habit. 
 
 General Principles in Teaching Phonics 
 
 1. Phonics must be taught as they become necessary, and 
 must be an outgrowth of the stock of sight words. 
 
 2. Phonics should not be taken up until the stock of words 
 is large enough to permit the teaching of the simpler phonograms 
 first. 
 
 / 
 
26 
 
 3. Teach the simpler or easier phonograms first. Ward in 
 his "Rational Method of Teaching Reading" gives the following 
 principles that determine which phonograms should be taught 
 early : 
 
 a. Those that are uttered with ease by the children ; m, f, p, 
 s, are examples of these while th, wh, r, cannot be included under 
 this head. 
 
 b. Those that can be prolonged into words without losing 
 their identity. The phonogram ight is compound, but when it is 
 sounded in words like light, bright, night, its sound, it, is as clear 
 as when it is sounded by itself. But let the reader sound the 
 phonogram ar, er, or, first as three separate sounds and then 
 speak the words beggar, editor, and singer. The untrained ear 
 hardly diflferentiates the sound of begger from beggar or editor 
 from editer. Hence er, or, ar, ir, and ur are classed as difficult 
 phonograms. 
 
 c. Those that are common to many words of frequent use. The 
 phonogram, th, (voiced) is difficult, but must be taught early, be- 
 cause the frequency of its use tends to make its correct enuncia- 
 tion more simple. 
 
 d. Phonics must be given a separate period if the best work 
 is to be accomplished. They are, as a rule, a preparation for the 
 reading work of the day. 
 
 Klapper says that phonics must be co-ordinate with the 
 thought of the lesson in any reading method for the following 
 reasons : 
 
 a. The child must develop a habit of attacking new words 
 that occur in his reading. 
 
 b. Ability to recognize these new word-forms is determined 
 by a knowledge of phonograms and the sounds they represent. 
 
 c. The correct sound cannot be uttered unless the child 
 hears it correctly. A study of phonics must sharpen auditory 
 perception and develop greater sensitiveness for correct sound 
 through systematic ear training. 
 
 d. A correct sound cannot be uttered unless the child has 
 perfect control of the necessary organs of speech. Through 
 phonic drills the child learns to use the organs of speech in perfect 
 co-ordination. 
 
 e. A systematic and graded study of phonics develops clear 
 articulation, correct enunciation, and proper voice control ; with- 
 out these the purity of the English language degenerates to the 
 careless and vulgar level of the street. 
 
 5. Omit diacritical marks largely the first year. Teach only 
 those varying from the general rules of phonics. Teach them in 
 the third and fourth year as a preparation for the use of dictionary. 
 
 6. Every phonic lesson should begin with words containing 
 the specific phonogram to be taught. The words selected for 
 phonic analysis must be known at sight. The sequence of the 
 complete lesson is therefore : From sight words to phono- 
 
27 
 
 gram, from phonogram back to a rich stock of words formed by 
 phonic synthesis. 
 
 7. As far as possible phonic drills shall be made a conscious 
 goal for the children. They should realize that phonic mastery 
 means better speech and independent reading. The attitude which 
 the children will then take toward ensuing lessons will dispel 
 seeming drudgery, and will guarantee active co-operation and in- 
 terest in personal progress. 
 
 8. In blending, place the burden on the child. The test of 
 efficiency of the lesson lies in the ability of the child to read new 
 words. It is therefore unwise to give undue aid during the syn- 
 thetic step. 
 
 9. All results of phonic blends should be real words. Fre- 
 quently children should be required to give evidence of ability to 
 recognize new words by acting them out, drawing them, or point- 
 ing to objects they represent. Thus the phonogram taught was 
 ing; sing, ring, etc., should be taught to show recognition. 
 
 10. Recognition of the words of a given family taught 
 should be instantaneous and with no lip reading. 
 
 11. Where numbers will permit for convenience and for the 
 best results, group the members of the class according to their 
 abilities. 
 
 How to Teach a Phonogram 
 
 The question naturally arises as to how can a phonogram be 
 taught or the lesson be developed in order to secure the best re- 
 sults in a limited time? The following outline is given by Klap- 
 per in his "How to Teach Reading" for teaching a phonogram 
 taking for illustration, the phonogram ight: 
 
 I. The Teachers' Preparation — The teacher must ask: 
 
 1. Is the phonogram in the correct place in the graded 
 series of phonic lessons? 
 
 2. Does the phonic element ight grow out of sight 
 words previously taught? 
 
 3. Will the element be useful in later word building and 
 will it give the pupil ability to read a long list of 
 words independently? 
 
 4. Have all the mechanical details been mastered? 
 
 (a) Is there any doubt about pronunciation? 
 
 (b) Is there any doubt about the position of the 
 
 organs of speech in order to produce the sound 
 of ight? 
 
 (c) Is the complete list of words containing the 
 
 phonogram ight ready? 
 
 II. Ear training is the initial exercise of the lesson. The 
 children hear the teacher pronounce a number of words contain- 
 ing the phonogram ight with exaggerated clearness. The children 
 are then called upon individually to sound the words and are criti- 
 
28 
 
 cised by their teacher and their classmates. The teacher tells a 
 story and introduces the words might, sight, right, tight, etc., 
 with unusual clearness and then calls on the pupils for individual 
 reproductions of these words or sentences. Another procedure is 
 to give the children the words might, fight, etc., and ask them 
 to think of other words that rhyme with these. Any method that 
 will sharpen auditory, perception, make the children sensitive to 
 the sound of ight, and give them a good apperceptive stock is an 
 excellent preparation for the lesson. 
 
 III. Phonic analysis, which isolates the sound ight is the 
 next eflfort of the lesson. This the teacher can accomplish in one 
 of two ways : 
 
 1. By exaggerated slowness of utterance, f-f-f-f-it, m-m-m- 
 m-it, etc., or (2) by a comparison of the family of ight words. In 
 the second procedure the teacher asks the children to listen for a 
 similar sound in the following series : Right, tight, sight, fight, etc. 
 When the sound of ight is isolated the children are called upon 
 individually to utter it with great distinctness. This step ends 
 when the children learn the visual symbol ight in both written 
 and printed form. 
 
 IV. The synthetic step or the blend is the last step in the 
 lesson for the child now learns to read any word whose basal 
 phonogram is ight. It is here that the fruits of phonic analysis 
 and ear training is reaped, and the child develops independence 
 in reading. 
 
 How to Develop a Rule in Phonics 
 
 Whether we teach by the word, sentence, or the story method, 
 the first sight words come from these sentences and are the basis 
 for his phonic work. From these sight words are selected certain 
 stock words. — e. g. words containing short a, short i, etc., and 
 that do not have any silent letters are selected for teaching of the 
 first rule. The words having short a are first analyzed by means 
 of hearing. In this manner the child is able to recognize the sep- 
 arate sounds that make up the word. The sounds are at first ex- 
 aggerated or separated to make them distinct. The words are 
 then written on the board for the children to sound. This is done 
 until the child can find the letters representing the several 
 sounds. This is done with the other words containing the other 
 short vowel sounds until the pupil recognizes these vowel sounds 
 when standing alone. He then is told that these letters are vow- 
 els and notes that there is but one vowel in the word. He can 
 then be told that this sound of the particular letter is short and 
 be led to state the rule. The next step is the application of the 
 rule. This is done by giving him a list of words first with but one 
 of these letters and later a mixed list as mat, hen, sit, etc. These 
 words are for drill on the rule and can be taken from any source 
 as long as they are real words. 
 
29 
 
 Phonics Devices 
 
 To facilitate the drill of blending known phonic elements with 
 a phonogram to produce a new word, mechanical devices are 
 valuable. 
 
 1. An ordinary cardboard. 24 to 30 inches long and 3 inches 
 wide has a hole an inch or more from each end. A circular disc 
 of cardboard 18 inches in diameter is arranged with a hole in its 
 center. Write the letters to be used in blending for new words 
 on the edge of the circular disc. Fasten the disc to the cardboard 
 strip above so that it will turn freely when suspended from the top 
 of the blackboard. Place on the board beside the disc, the phono- 
 gram to be used. Turn the disc and ask the pupils for the new 
 words. 
 
 2. To familiarize children with long and short sounds of 
 vowels in words, make a set of cards, half of them containing 
 short sounds and the other half words containing more than one 
 vowel, thus showing that the presence of a second vowel in a word 
 of one syllable changes the sound from short to long, as cap, cape, 
 met, meat, etc. 
 
 3. Pupils may write upon their slates or paper all words in 
 the reading lesson containing the letter c. Place those having' 
 the soft sound in one column and those with the hard sound in 
 another. 
 
 4. After phonograms are studied, pupils may build as many 
 words as possible from the proper phonic elements, e. g., in, pin, 
 etc. 
 
 5. Let children find words using the letter s, in reading les- 
 sons and select those having the natural sound for one column 
 and those having the z sound for another column. 
 
 6. Write a list of blend letters on the board as bl, cl, tr, fr, 
 fl, etc., and let the children combine with any phonograms they 
 know that will make a real word. 
 
 7. Make a list of all the words in the reading lesson that 
 have a given sound. 
 
 8. Give each child an envelope containing cards, some of 
 which have blend letters and some phonograms which the child- 
 ren have learned in class. Let the pupils put these together to 
 form words, old or new. 
 
 9. The teacher may, from a list of words on the board or 
 from sentences used in class, underline or erase words. Children 
 give, as the words are underlined or erased. 
 
 10. Write words on the board and call them fish in a pond, 
 apples on a tree, etc., and allow the pupils to race to see who can 
 sound and name them first. 
 
 n. Give two children pointers. Allow another to call 
 words from a list and the two pupils race by pointing to the right 
 words. 
 
30 
 
 12. The teacher may use flash cards for quick perceptior 
 drill. Have a set of cards with the phonograms, words, etc. The 
 teacher holds card up to pupils. The one naming or sounding 
 correctly first is given the card. This is a game and the one get- 
 ting the most cards wins. 
 
 Many devices may be planned for the teacher. The main 
 consideration is to make the device relate and use the material of 
 the reading lessons and to utilize the children's interests as far as 
 possible. The game or contest is good for this as it intensifies the 
 interest and attention. 
 
 Outline of Phonics 
 
 Grade 1. 
 
 I. Ear Training. 
 
 a. Words that rhyme — from Nursery Rhymes. 
 
 b. Words that begin with same sound. 
 
 c. Words that have like vowel sounds. 
 
 d. Separating words into sounds. 
 
 e. Blending sounds into words. 
 
 II. Blackboard. 
 
 a. Words beginning with like consonants. 
 
 b. Words ending with like consonants. 
 
 c. Words having like vowel sounds. 
 
 Separation of words into symbols (Consonants and Vow- 
 els) representing sounds as sh-ee-p, s-k-i-p. 
 
 e. Combining symbols to make words as : 
 Changing tap to cap to rap, etc. 
 Changing tap to tack to tam, etc. 
 Changing tap to tip to top, etc. 
 Changing tap to sap to sip to sit, etc. 
 
 III. Three rules of phonics. 
 
 a. One vowel in a word or syllable not at the last is short, 
 
 b. One vowel in a word or syllable at the last is long. 
 
 c. Two vowels in a word or syllable, the first is long, sec- 
 ond silent. 
 
 IV. Phonograms. 
 
 ing, ight, igh, ow, ou, aw, ar, er, ir, ur, or 
 th, wh, sh, ch, ck, qu, oy, all, oi. 
 
 Grade II. 
 
 I. Two rules of phonics. 
 
 a. c before i, e, or y is usually soft. 
 
 b. g before i, e, or y is usually soft. 
 
 II. Phonograms. 
 
 tion, cion, sion, eigh, ey, eight, au, ty, ly, ry, sy, 
 ang, ong, ung, ble, tie, ful. 
 
 III. Diacritical marks. 
 
 a, a, e, e, i, i, o, o, u, u, y, y, o u, oo, u oo o, are, air, e a, 
 n ng, s, c, c, i y e, o a u. 
 
 . Grade III. 
 Review as needed, work outlined in Grades I and II. 
 
31 
 
 List of Words for Drill in Phonics 
 
 In making word lists for phonic drills, take the vowels, a, e, 
 i, o. and u, and make phonograms by combining each with the 
 next letter in the alphabet with which it regularly combines to 
 form words. The first letter that combines with these letters is 
 b, making the phonograms ab, eb, ib, ob, ub. The next letters in 
 turn through the alphabet are d, g, m, n, etc. 
 
 After the single letters or simple phonograms are used in 
 words begin on the compound phonograms and blend in same way. 
 The following lists are incomplete but words may be added to 
 them as long as the combinations make real words. The teacher 
 should complete these lists as needed, and use them for drill upon 
 rules taught and to further familiarize children with the phonetic 
 elements. Plan reviews from time to time taking words from 
 various sources. 
 
 (1) 
 
 — ab 
 
 bab 
 cab 
 
 
 — eb 
 
 web 
 
 
 — ib 
 
 bib 
 fib 
 
 
 — ob 
 
 bob 
 cob 
 
 
 — ub 
 bub 
 cub 
 
 (2) 
 
 —ad 
 
 bad 
 
 cad 
 
 
 ed 
 
 bed 
 fed 
 
 
 —id 
 
 bid 
 did 
 
 
 — od 
 
 cod 
 hod 
 
 
 — ud 
 
 bud 
 mud 
 
 (3) 
 — ag 
 
 bag 
 
 
 —eg 
 beg 
 
 
 — ig 
 big 
 
 
 — og 
 
 bog 
 
 
 — ug 
 
 bug 
 
 (4) 
 
 — am 
 
 ham 
 
 
 — em 
 
 hem 
 
 
 — im 
 
 dim 
 
 
 — om 
 
 Tom 
 
 
 — um 
 
 gum 
 
 (5) 
 
 — an 
 
 ban 
 
 
 — en 
 
 Ben 
 
 
 — in 
 
 bin 
 
 
 — on 
 
 con 
 
 
 — un 
 
 bun 
 
 (6) 
 
 — ap 
 
 cap 
 
 
 — ep 
 
 rep 
 
 
 — ip 
 
 dip 
 
 
 —op 
 
 cop 
 
 
 —up 
 cup 
 
 (7) 
 
 — at 
 
 bat 
 
 
 — et 
 
 bet 
 
 
 — it 
 
 bit 
 
 
 — ot 
 
 cot 
 
 
 — ut 
 but 
 
 (8) 
 — ax 
 
 lax 
 
 — ex 
 
 vex 
 
 — ix 
 
 fix 
 
 — ox 
 
 box 
 
 (9) 
 
 — ack 
 
 back 
 
 — eck 
 
 beck 
 
 — ick 
 Dick 
 
 — ock 
 dock 
 
 — uck 
 buck 
 
 (10) 
 
 — afr 
 
 raff 
 
 —iff 
 riff 
 
 —off 
 
 doff 
 
 — uff 
 buff 
 
 (11) 
 — ash 
 
 dash 
 
 — esh 
 
 rnesh 
 
 — ish 
 dish 
 
 — osh 
 
 bosh 
 
 — ush 
 
 gush 
 
32 
 
 (12) 
 
 
 
 
 
 (13) 
 
 
 —ell 
 
 —ill 
 
 —oil 
 
 
 
 — ess - 
 
 -USS O! 
 
 (14) 
 
 
 
 
 
 
 
 — atch 
 
 
 -etch 
 
 — itch 
 
 —etch 
 
 — Ut« 
 
 (15) 
 
 
 (16) 
 
 (17) 
 
 
 (18) 
 
 
 bl— 
 
 br— 
 
 dr— 
 
 fl— 
 
 fr— 
 
 gl— 
 
 gr— 
 
 blab 
 
 brad 
 
 drab 
 
 flab 
 
 from 
 
 glib 
 
 grab 
 
 (19) 
 
 
 (20) 
 
 
 (21) 
 
 
 (22) 
 
 pl- 
 
 pr— 
 
 si— 
 
 slat 
 
 sh— 
 
 
 shr — 
 
 plan 
 
 prim 
 
 slab 
 
 slip 
 
 shad 
 
 sham 
 
 shrad 
 
 (23) 
 
 (24) 
 
 (25) 
 
 
 (26) 
 
 (27) 
 
 (28) 
 
 tr— 
 
 th— 
 
 thr- 
 
 — 
 
 ch— 
 
 cl— 
 
 cr — 
 
 trad 
 
 think 
 
 thrash 
 
 chill 
 
 clad 
 
 crab 
 
 (29) 
 
 
 
 (30) 
 
 
 
 (31) 
 
 wh — 
 
 
 
 — ng 
 
 
 
 — nk 
 
 whack 
 
 
 
 bang 
 
 
 
 bank 
 
 (32) (33) 
 
 Drill on long and silent vowels 
 
 bail drear boat bake bide code cube 
 
 (34) 
 — er — 
 
 Bert 
 
 — ir — 
 
 bird 
 
 — ur — 
 
 Burt 
 
 —aw 
 
 caw 
 
 — au — 
 
 faun 
 
 — a — 
 
 ball 
 
 (36) 
 — ou — 
 
 bout 
 
 — ow 
 
 bow 
 
 (37) 
 — oi — . 
 boil 
 
 — oy 
 toy 
 
 (38) 
 — oo— < — ■ 
 
 soon move 
 
 rude 
 
 (39) 
 — oo — 
 book 
 
 — o — 
 
 woman 
 
 — u — 
 
 full 
 
 
 (40) 
 cull other 
 
 (41) 
 — or — 
 cord 
 
 (42) 
 1 — ar — 
 car 
 
 hard 
 
 (43) 
 a — 
 alms 
 
 (44) 
 — igh— 
 bright 
 
 bide 
 
 (45) 
 — eigh 
 eight 
 
 — a — 
 
 bale 
 
 (46) 
 — e — — ny — ry — ^ly 
 
 bey pen ny cur ry on ly 
 
 — ty 
 
 pret ty 
 
 (47) 
 
 ph— f— 
 
 pho no graf fun 
 
 (48) 
 — ous 
 
 joy ous 
 
 con — 
 
 con tain 
 
 (49) 
 de — — ble 
 
 de light trou ble 
 
 -pie 
 
 cou pie 
 
 (50) 
 — tion 
 
 
 •cion 
 
 — sion 
 
 (51) 
 — cious 
 
 -tious 
 
 men tion 
 
 sus p; 
 
 i cion mansion 
 
 pre cious cau 
 
 I tious 
 

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