First-Year Reading by Lesta F. Seaward

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Oct 3, 1907

First-Year Reading

By Lesta F. Seaward

Aside from the learning of spiritual truths, there is nothing so important in first-year work as learning to read. If number work is carried no further than eight or nine the first year, and much of the time usually devoted to numbers be given to reading, more may be accomplished in both numbers and reading before the close of the third year.

First-year reading must not be merely naming words, but just as truly as in advanced reading, the principal thing from the first lesson must be thought getting and thought giving. There is no reason why a child who knows only twelve words should not read the sentences given him composed of those words just as beautifully as an adult could read them. The pupil must not be allowed to stumble in his reading. If he does, he either does not know the words, or, though knowing the words, does not have the thought. If the former is true, he is not ready to read until he has been taught the words. But if the words are familiar, and only an understanding of the author's idea is lacking, the teacher must, by talking and skilful questioning, assist the little reader to get the meaning. Having the meaning, he is ready to read, or, in other words, to tell what the book says. When a pupil does not read understandingly, he can usually be helped by being asked, “Now, what does it say?” Do not tell him to use a certain inflection, nor let him hear such expressions as “emphasize” or “read louder.” Such instructions destroy naturalness in reading. I hope the day is past when a child is told to keep his voice up at a comma, and to let it fall at a period. Besides being faulty advice, such teaching makes reading mechanical and unnatural.

The same rule applies to emphasis. Instead of telling a pupil to emphasize a word, use a more natural method. In the sentence, “Lou’s doll is small,” if Lou’s is the word to be made emphatic, ask whose doll is small. If small is the important word, ask what is said of Lou’s doll.

In the same way, force may be spoken of. It is seldom, if ever, that a child should be asked to read louder. If you ask him to read louder, nine times out of ten he will get an unnatural tone, which, if used day after day, is disastrous to the voice. When you wish a timid child to read louder, go to the opposite side of the room, and, with the room quiet, the child will know that he is to make you hear, and will, as a rule, read loud enough. To get stillness in the class while the timid one is reading, it is sometimes a good plan to tell the children that you are going to call on those who are sitting very quiet. As little tots like to be called on, all noise is likely to cease immediately. By the way, the admonition, “Be quiet,” is generally as useless as telling a child to read louder or to emphasize a certain word.

Confidence and natural expression may be promoted by the frequent recitation of Bible verses and other literary gems. It is well to have each recite a Bible verse every day, and some other lines once a week. A few minutes before recess every afternoon may be profitably spent in repeating verses of Scripture. The older pupils should learn a new verse each day, while the tiny ones may give verses which they have learned in the Bible lessons, or any other verses they know. The value of this memory work is too well known to be enlarged upon here.

Among many interesting devices helpful in first-year reading, the following has been used with success by many teachers: The teacher writes on the board a sentence, as, “Come to me,” “Take George a book.” As each sentence is written, some one is asked to “do what the chalk says.” Simple pictures may be sketched to take the place of difficult words, as, in “Go to the window” a window may be outlined. This game may be used as a physical recreation by having the children in concert “do what the chalk says.” In using the exercise this way, use such directions as, “Stand up,” “Be seated,” “Hold up one hand,” “Hold up two hands.”

LESTA F. SEAWARD.