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Method. The editors are convinced by their own experience and by that of many eminently successful teachers that the best way to teach beginners to read is by the Word and Sentence Method in the first lessons, combined later with the Phonic Method. This method, which is employed by the majority of successful primary teachers, has governed the selection and arrangement of matter in this reader.
New Words. The vocabulary, small enough to be mastered in the time assigned to the use of the book, is made up of words habitually used by children. The few new words introduced in each lesson are placed at the head of the lesson for drill in pronunciation and spelling.
Repetition. It will be noticed that no new words are brought in only to be dropped after a page or two. The fresh interest of each lesson is obtained by the skillful combination of a few new words with those with which the pupil is already familiar. This repetition is secured without any sacrifice of interest and variety, and frequent reviews keep the newly acquired vocabulary constantly in use. Experience has shown that in no other way can it be so readily made a permanent possession of the pupil’s mind.
Script. Blackboard work takes a prominent place in the
preparation for the reading lesson to-day; consequently, script is used freely throughout the book.
These suggestions are not intended as hard and fast rules, but as indications of methods found most satisfactory by successful teachers.
Method. Begin the reading lesson by creating an interest in the subject of the lesson. When the interest is keenly aroused, write the new words upon the board. Then pronounce and discuss them until the pupils are familiar with them. If the new, unknown word comes for the first time in the middle of a sentence, the child will hesitate and acquire bad habits of reading. Have the sentences read as wholes, not by parts, and insist upon distinct natural reading. If the pupil has difficulty in pronouncing words of more than one syllable, these words may be syllabified on the blackboard.
Discuss the appearance and qualities of the objects or animals mentioned in each lesson, and inculcate lessons of kindness, unselfishness, courage, etc., using the illustrations as bases of oral lessons in language and number. At the close of the lesson the children may repeat the story from memory and illustrate it upon the board or paper. Lessons should frequently be supplemented by an appropriate story or poem read aloud by the teacher.
Phonetic Drill. After some study by the Word Method, it will be found that the pupil, without conscious effort,
has gained a general idea of the sounds which the letters represent. Exercises in phonetic analysis and synthesis should now be given and the alphabet may be taught. A drill on lists of words, arranged with reference to their phonetic construction, will help the pupil to observe analogies of pronunciation. The wise teacher, however, mindful of the phonetic irregularities of the language, will not place too much dependence upon this method as a means of acquiring a correct pronunciation.
Phonetic exercises teach distinct pronunciation and enable the pupil to become self helpful in learning new words.
Ⅰ. To accustom the ear of the child to recognize words, pronounce them slowly: as, “ Get me a c-u-p ,” “ Ring the b-e-ll ,” etc.
Ⅱ. To train the eye to recognize the character by sound, pronounce many words which begin with the same sound: as, f-au, f-ed, f-un, f-ind, f-all, f-ace , etc. Place the character denoting the sound upon the board and teach the children to recognize the form and to utter the sound. The simple consonant sounds are perhaps best taught in the following order: t, s, f, r, n, m, h, v, p, k, c, w, j, x, g, l, y, z, s, g, b, d, q .
Ⅲ. Silent letters are most easily taught by elision.
Ⅳ. The pupils should be thoroughly drilled upon the short and long vowels. Very distinct pronunciation should be insisted upon.
Ⅴ. In teaching the long vowels show that final e usually lengthens the sound; also, that when two vowels occur in the
same syllable one is usually silent: as,hat,hate;
rod, road. Ⅵ . Having taught these elementary sounds, show how
words are formed by their combinations, Teach the formation of words by analogous pronunciation in lists or families. For example, having taught the value of the consonant and short vowel characters, lists like the following may be used:
h-at p-et t-op
p-at l-et h-op
c-at g-et p-op
When the phonograms-at, -et, -it, -ot, -ut, and the like are mastered, together with the knowledge of the power of letters, the child will readily pronounce a large vocabulary, the words of which can be arranged to form simple sentences. This vocabulary is greatly extended by adding the long vowel sounds.
Ⅶ. There should be drill upon initial and final consonants, digraphs, diphthongs, and all the vowel sounds.
Exceptions to general phonetic rules are best taught by the Word Method.