The Kalispell bee. [volume] (Kalispell, Mont.) 1900-192?, 1900-07-17
How to Teach Reading.
Concluded from Fridays issue)

their inter-dependence was one secret of
their interest-each ones doing had to
do with the action of all engaged in the
game. Not so in the reading lesson;
there each child was cut off from all the
others; his part was read, not that he
might give to listening audience that
was ready to receive what he had to
give; his reading, on the contrary, was
only to repeat what the rest already
knew; even the teacher herself had the
sentence so we'll in mind that her lips
unconsciously moved in the pronuncia-
tion of each word as the child spoke his.
There was no expression of expectancy
on the faces of children or teacher, each
one knowing what was coming, hence no
incentive to the reader to do more than
merely pronounce the words.
Again the game was chosen because
it was we'll suited to the time and place.
Then, too the unfinished game of yes
terday had left with them genuine de-
sire to continue it at the first opportun-
ity offered. Page 36 was chosen because
it followed page 35; the bird, nest and
tree were of no especial interest at that
time, as the trees are bare and the birds
are gone. Then, too, this lesson is bit
by itself; there is no connecting thread
running in and out through their daily
lessons, no plan of work which might
join one lesson to the other. When page
35 was read yesterday it was left behind,
to be taken up again only when time for
review comes.
plan so we'll that every effort was direct
ed to some purpose, and when he failed
to reach this he needed no urging to
have him try again. But in the lesson
there was no necessity for his action, no
real need of his taking any part, save
that the teacher told him to read; he
sees no use for it all except the vague
promise that if he keeps at it long enough
he will learn to read. These far away
benefits have little influence upon chill
dren, for in all their plans for work or
play they must see immediate results,
often very crude, to be sure, but if ade-
quate to their demands they are satisfied.
In their game there was unity of action;
their energies were all directed to the
accomplishment of the thing at hand.
There was motive, conscious activity
and a physical effort which resulted in
the outward expression of the thought.
There was no self-consciousness either,
hence the whole body was free to act.
But not SO in his recent attempt to read
orally. Oral reading is mode of ex-
preston and involves all the mechanics
of Speech and, like speech, should be the
result of thought. Many errors in the
teaching of reading may be traced di-
rectIy to teachers confounding the two
processes of attention and oral reading
of making the latter the goal. So much
stress often is laid upon the expression
that the thought side or imaging is lost
sight of entirely.
"The child should have the same all
pervading motive in his oral reading that
, he has in speech-a desire to make
others understand his thought Such
motive will control his emphasis, inf1ec
ton and gestures, in fact everything he
brings to his aid when talking. Now,
read that as you would talk is direc-
, tion that the child frequently hears, but
too often he fails to comply with the re-
Quest simply because nothing but the
symbols have reached his consciousness
, from the printed page. When children
in the second or third grades have formed
wrong habits in oral reading, it will be
found helpful to have frequent exercises
:. in thought analysis. Such an exercise
. will aid the children to form images
strong and clear enough so that when
they attempt to read orally they will for
!, get their drawling and hesitancy in their
l eagerness to tell what they know to those
who are listening.
"In these grades it is we'll, often, to
have only one or two books for the entire
class. Where the story has any elements
] of interest and the reader has the ability
: to give as he gets from the page, there is
4 | a strong incentive both for readers and
! listeners.
"'My pupils have this habit of drawl-
ing and don't know how to break it up,
young teachers SO often say to me. First
J. do not permit another sentence read in
!, your presence with these tones and mere
word speaking. Better no oral reading
at all than the continuance of that which
It must in itself strengthen habit that is
n even now too firmly rooted. Do not ask
, the child to read aloud from his book fol
a time, but let him look at a sentence
u paragraph or page according to the age
( and experience of the reader, then lei
r. him close his book and tell the others IN
HIS OWN words what he has read silently
Where children have never learned tt
, look for thought, never formed the habi,
y of imaging by means of written or print
o ed symbols, make frequent use of the
" blackboard and crayon. Take time t.
:. give simple directions by writing such
on the board instead of telling the same
,r then hold the children responsible.
"See to it that they can talk with yot
9 without feeling i'll at ease. One neec
. not expect child to read aloud in :
. natural tone Of voice so long as he il
D. timid and self conscious.
r. Where the quality of tone is poor i
70 may be changed through the recitation
of eOmo Glory in verse nv the entire class