The Logan Republican. [volume] (Logan, Utah) 1902-1924, 1916-02-29
script and print.

| Z. AS in OLD ia9niu
match pronounce down, instead ol
spelling down. AS soon as a pup
nronounces word he Is seaIeu
when all have finished class s'anuS
again. If pupil mispronounces W
does not say the word the teacue'
must give him attention.
8. Dramatization of words. Inc
teacher points to word on the poa'u
as opened, the child opens the uoo'
and tells what he did, saying, l ope"
ed the door.
Q RAND sight drills from small
cards flashed before the eye is good
device for the what's and everys anu
whose and which, etc.
When the child reads and gives
the thought we'll, yet miscaIis lit'ie
troublesome words, the teacher ma!
saw: Tat is the meaning, but II Ism |
saw: That is the meaning but II ism 7
it in your words, want the auth'
ors, etc.
! Teachers are justified in the use
of any device TO secure and 10 holu
interest in the word drill. DO not
abuse the device however for ordin-
arily this leads to belief on the
child,s part that word calling Is the
whole of reading. Good reading III
niles much more than the glib repe'
tition OF words. 1t must commum'
cate thought.
And now to the most important
thing in helpful and effectual read
ing:
Phonics-There are many varied
opinions as to phonics and the ques'
ton may be asked, as the phonetic
method advantageous" II SO, now
should it be developed? What is Its
purpose.
Gives power over new words.
Q. Aids articulation and enuncia
Z ton.
u 3. Furnishes a key to the pronun
citation of unfamiliar words and also
makes the child self reliant.
This method is introduced by easy
stages and in time becomes a prin
] cipal means of growth and supplies
the key which the word method II
inadequate to give. The phoneticall1
, trained child in his first school year
easily masters thousand words
Masters, he does not memorize. Con
trast in your minds eye child with
; phonetic training and one who has
, been taught only by the word or the
; sentence method. The first named
child encounters an unknown word
his brow gathers in thought but as
, the word sound dawns on him, his
, eyes brighten and he continues with
) his reading. What about the othel
child who has no power Of finding
out new words for himself. Will
. arms waving in the air and swapping
, of the fingers he reiterates Teacher
, | don't know this word
, There is no Independent mastery
5 Teachers must recognize that an i'm
petus for independent reading car
, be given to children through careful
: ly graded phonics. That is the I'M
, tial step toward actual digging out
. Of new words, by the children them
S selves, or in other words, they mus
I come to use these symbols as tools
1 with which they are to do things.
= For international reading an I'm
t failing device for helping to produce
/. good reading Is the following:
a Have a number OF supplementary
: books containing live and interesting
: selections. Let one of the pupils
, take this book home for silent read
, ing and next day read selected les
sons to the class. Reading begins tC
r assume new Importance and it is
looked upon as an accomplishment
for ones self. Occasionally choose
. some child to be reading teacher.
, Diversions OF this kind may be used
as an incentive to children who pay
: attention and avoid miscalling OF
little words, haste, carelessness and
other defects met in reading classes
, Have much poetry read. We cannot
: afford to miss the aesthetic side oi
poetry. Not only have poems read
but have number learned in each
grade. 1t Is necessary always t.
: read the poem over with the class
before memorizing 1t. Oral analysis
: and careful questioning by teacher
Leave pupils to get ideas, not words
t from the poem.
In conclusion, IF at first you dom
: succeed, try, try again. Get into thu
a spirit Of the lesson yourself-be en-
n thusiastic for 1t is contagious an,
5 the pupils will catch. Although thi
is an inelegant phrase for motto
d it is at least iorceful. We are toll
that the reading class is the teach