Teaching Reading in Ten Cities

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Eva D. Kellogg
Educational Publishing Company, 1900 - Reading - 116 pages
 

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Page 40 - 2. The teaching of an initial stock of phonograms before any phonetic reading is done. 3. The training of the ear in the. perception of phonetic blends before phonetic reading is begun. 4. An extensive and systematic use of word phonograms and other compound phonograms in making long words practically short, as
Page 36 - five little peas in a pod. They were green and the pod was green. They thought all the world was green. The sun shone and the rain fell. The pod began to
Page 54 - boy. You are a boy. I am Jack. I am not a dog. I am not like a dog. I am like you. Is the girl well? The boy is not well. Is the fruit good? Fruit is good to eat. Eggs are good to
Page 96 - to his thoughts. He does not say " I see a kitten," but simply " kitty! " The name of the object wanted is given, as "water," "apple," etc. Our experience shows that the analogy holds good in reading. Gradually we combine words and phrases and give him complete sentences. In teaching words we observe the following order:
Page 62 - auditory attention, the visual power being gained by the reproduction of the sentence or paragraph which has been glanced at simply. And with this care for the mechanism of the subject, reading becomes a study of content, much of the better literature which can be supplied in no other way being presented to the children in mimeographed form.
Page 35 - At last he flew away. Do you think he gave it up? No, indeed ! He was a brave little crow. He was bright, too. I will tell you what he did.
Page 78 - for connecting the phonic work with the reading. Some of us begin before Thanksgiving, and some after Christmas. All are making use of the child's knowledge of sounds by the end of the first half of the year. At the end of the year the children have been taught, in addition to the previous work,
Page 2 - for teaching reading to beginners now in use in our public schools, and primary teachers have found in them the help, the breadth, and the inspiration that the series was designed to give,
Page 2 - is a happy thought of the publishers of Primary Education to arrange these articles in book form for more convenient use and quick reference by teachers. ' May the new readers appreciate them as much as did the first, and may the first enjoy them all over again. EVA
Page 97 - of words are given to train the ear, and then by the use of the blackboard, the children are taught to associate the sounds of the word with their written symbols. After learning a number of sounds, the children become more self-helpful and their reading vocabulary increases rapidly. We can now use "sound words" and " root words " to advantage. From each of such root words as

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