Suggestions for teaching primary reading and phonics by Cundy J. E

Author:Cundy, J. E. [from old catalog]
Language: eng
Format: epub, pdf
Tags: Reading (Elementary)
Publisher: [Cedar Falls, Iowa] J. S. Latta, inc.
Published: 1919-03-25T05:00:00+00:00

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 slowness and again on account of the fact that pupils should see the word as whole. Otherwise it makes little difference. In changing 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 sentences 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. Anyone who has made a study of readers and primers will know that the subject matter they contain has not been chosen for its literary value. Those who appreciate the difficulty first grade children have with the mechanical side of reading will recognize that training 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 literary merit in the contents of the readers, but by the end of the second year children can begin to read for appreciation and en-

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