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Suggestins To Teachers For Education
This First Reader may be used in teaching reading by any of the methods in common use; but it is specially adapted to the Phonic Method, the Word Method, or a combination of the two.
I. Phonic Method.–First teach the elementary sounds and their representative, the letters marked with diacríticals, as they occur in the lessons; then.
The formation of words by the combination of these sounds.
For instance, teach the pupil to identify the characters, &, n, d, &. r, and th, in Lesson I, as the representatives of certain elementary sounds.
Then teach him to form the words at the head of the lesson, then other words, as nag, on, and, etc. Pursue a similar course in teaching the succeeding lessons.
Having read a few lessons in this manner, begin to teach the names of the letters and the spelling of words, and require the groups, “a man,” “the man,” “a pen,” to be read as a good reader would pronounce single words.
II. When one of the letters in the combinations ou or ow, is marked in the words at the head of the reading exercises, the other is silent.
If neither is marked, the two letters represent a diphthong. All other unmarked vowels in the vocabularies, when in combination, are silent letters.
In slate or blackboard work, the silent letters may be canceled.
III. Word Method.–Teach the pupil to identify at sight the words placed at the head of the reading exercises, and to read these exercises without hesitation. Having read a few lessons, begin to teach the names of the letters and the spelling of words.
IV. WORD METHOD AND PHONIC METHOD COMBINED.-Teach the pupil to identify words and read sentences, as above. Having read a few lessons in this manner, begin to use the Phonic Method, combining it with the Word Method, by first teaching the words in each lesson as words; then, the elementary sounds, the names of the letters, and spelling.
V. Teach the pupil to use script letters in writing, when teaching the names of the letters and the spelling of words.
I. PRELIMINARY REMARKS.
THE great object to be accomplished in reading as a rhetorical exercise is to convey to the hearer, fully and clearly, the ideas and feelings of the writer.
In order to do this, it is necessary that a selection should be carefully studied by the pupil before he attempts to read it. In accordance with this view, a preliminary rule of importance is the following:
RULE I. Before attempting to read a lesson, the learner should make himself fully acquainted with the subject as treated of in that lesson, and endeavor to make the thought, and feeling, and sentiments of the writer his own.
REMARK. When he has thus identified himself with the author, he has the substance of all rules in his own mind. It is by going to nature that we find rules.
The child or the savage orator never mistakes in inflection, or emphasis, or modulation. The best speakers and readers are those who follow the impulse of nature or most closely imitate it as observed in others.
II. ARTICULATION.
Articulation is the utterance of the elementary sounds of a language, and of their combinations.
An Elementary Sound is a simple, distinct sound, made by the organs of speech.
The Elementary Sounds of the English language are divided into Vocals, Subvocals, and Aspirates.
| Author | – |
| Language | English |
| No. of Pages | 104 |
| PDF Size | 5.8 MB |
| Category | Literature |
| Source/ Credits | archive.org |
Download All Six-Part From Link below
- McGuffey’s First Reader PDF(6 Mb)
- McGuffey’s Second Reader PDF(10 Mb)
- McGuffey’s Third Reader PDF(12 Mb)
- McGuffey’s Fourth Reader PDF(22 Mb)
- McGuffey’s Fifth Reader PDF(18 Mb)
- McGuffey’s Sixth Reader PDF(21 Mb)
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