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Excerpt from How to Teach Reading, and What to Read in School
Pronounced with it as a syllable, e.g., 6, was played by the child, who said dé, it could, as a reward, bite an apple, see a picture, smell a flower, etc. In his school-bakery, sweet cakes, and even bread, were baked in the form of letters, and the most doltish child soon learned to call 'for a large gingerbread 20 instead of the small 2, and usually graduated from an alphabet diet of four weeks as an accomplished a-é-c There were alphabet blocks, alphabet songs, dolls, pictures, rhymes, games, etc. By some of the philanthropinists, boys were taught w by twisting their bodies into something like its shape, and crying woe they personated f by dressing in helmet, big neck tie, and stilts; or s, by putting on an artificial hump and big belly, etc. Pestalozzi taught his classes to spell long lists of words by heart before they saw the letters and then, showing the letters, had them combined in every way, somewhat after the fashion of the house that Jack built while some of his followers degenerated to exercises in pronouncing senseless combinations of forty or fifty letters each. A leading, though by no means the only, motive of these and many other methods which might be cited, was to reduce the function of the letter name, or defer it to a later stage in learning to read. Although the letter-name was once defended, because mechanical, the pedagogic rage against its chief use in spelling has run very high in Germany. Kehr1 says it has caused children ages of misery. Heinicke says it required thousands of superfluous associations, and that no child ever did really learn to read by.
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Excerpt from How to Teach Reading, and What to Read in School
How to teach children to read, and what they should read, are two of the oldest and most complicated, as well as most important problems of pedagogy.
To begin with the first of these problems, there are two methods of teaching the art of reading: viz., the synthetic, which proceeds from letters or sounds to words, sentences, etc.; and the analytic, which begins with pictures, words, or sentences, and descends to visual or vocal elements. So long and so far as letters were named from real or fancied resemblances between the form of the letters and objects, the process of naming them no doubt facilitated learning, much as to call our large A a harrow, B an ox-yoke, etc., would now do. This latter, or even if a novice in Hebrew were to remember that mem is water, aleph an ox, nun a fish, etc., would be especially helpful in writing, which in modem methods often comes as a very early stage of language-teaching, and where a distinct name is helpful for each sign. Just when or by whom the school device of telling off the independent names of letters as a key to the spoken word (or spelling) was hit upon, is unknown. Of course, d-o-g really "spells" deogee, and not dog, any more than delta, omicron, gamma, does. Arbitrary in itself, spelling has naturally associated itself with harsh methods of teaching.
About the Publisher
Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com
This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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- EditorialForgotten Books
- Año de publicación2018
- ISBN 10 1331031559
- ISBN 13 9781331031550
- EncuadernaciónTapa blanda
- Número de páginas52
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How to Teach Reading, and What to Read in School (Classic Reprint)
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Paperback. Condición: New. Print on Demand. This book explores the history and development of reading instruction, exploring various methods and their impact on teaching students to read. The author discusses early phonics-based methods, the 'letter-name' approach, and the shift towards holistic reading strategies that emphasize comprehension and fluency. The book also examines the role of writing and oral language in reading instruction, highlighting the importance of a multi-faceted approach that engages multiple areas of language learning. The author argues that effective reading instruction should consider students' individual learning styles and strengths, and incorporate a range of methods to foster a lifelong love of reading. Forgotten Books publishes hundreds of thousands of rare and classic books. This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. The digital edition of all books may be viewed on our website before purchase. print-on-demand item. Nº de ref. del artículo: 9781331031550_0
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