Chapter VII: Reading

Abstract

THIS section summarizes the contributions of 83 scientific studies to the psychology and methods of teaching reading in elementary schools. The plan adopted in preparing the summary differs somewhat from the usual procedure. The bibliographies prepared annually by the writer covering the period from July 1, 1931, to June 30, 1934, were first checked by Doctors Gates, Horn, and Yoakam for completeness. Any omitted published studies were added to the list. It is only fair to say that many important unpublished studies were omitted. The cooperators next checked all references which in their judgment contributed to an understanding of the psychology and methods of teaching reading in elementary schools. The checked lists were then compared and all references reviewed which had been checked by two or more members of the group. A summary was next prepared in preliminary form and submitted to the cooperating experts for criticism and suggested revisions. These suggestions were then assembled by Doctor Gates and the revised copy returned to the writer for approval or further changes. On account of the limited space available, it was impossible to include many personal interpretations of the results of the studies or criticisms of the technics employed. Successive Emphases in MethodThroughout the history of American education, one major emphasis has succeeded another in teaching reading, as shown clearly by N. B. Smith (608). For example, during the colonial period, oral reading and memorization were emphasized vigorously. During the post-revolutionary period, major emphasis was given to elocutionary delivery and to correct pronunciation and enunciation. During the middle half of the nineteenth century, the word method was substituted for the alphabet method. Before the end of the century, the sentence and story methods, on the one hand, and the phonic and phonetic methods, on the other hand, received large emphasis in many schools. From 1880 to 1915, the literary ideal dominated reading instruction. In this connection, large use was made of new technics to awaken interest in and to arouse appreciation of literature. More recently, chief attention has been given to the improvement of silent reading. This has resulted in the development and use of numerous technics and procedures to promote growth in habits of intelligent silent reading and to stimulate interest in and motives for independent reading. One of the lessons which these facts teach is that the methods and content of teaching are influenced to a greater or less extent by changing educational objectives.