Articles liés à The Second Reader
Présentation de l'éditeur
LfcL FROM THE AUTHORS TO THE TEACHER. c Many years experience has shown the superiority of the phonic, supplemented by the word method, and it is therefore still carefully kept in view in this book. The use of the diacritical marks is extended. They should become as familiar to the pupil as the letters with which they are associated. The marking of silent letters aids to fix in the memory both the form and the sound spelling and pronunciation of words. A few of our most common words, which contain the more unusual sounds of the vowels, such as fast, girl, h Sr, put, etc., are used in the firstreading lessons, but are purposely omitted from the spelling lists. Most of the children who are ready to take up this book know these words by sight already, and those who do not should learn them by sight only. To avoid the confusion which is likely to arise in the childs mind from tr3ring to ieam in quick succession many nice distinctions between the sounds of the vowels and their corresponding diacritical marks, even the attempt to spell these words by sound should be discouraged, until they may be taken up in such manner as to make a clear and lasting impression upon the memory. The longer words to be met with in this Reader belong to the common vocabulary, and the child should learn to recognize them in print as he does in speech. Being kept within the understanding of the child, he will learn to use them in conversation the more readily because they are to be found in his Reader, one object of which should be to train him in the use of good language. They are not necessarily more difficult because they contain more letters or syllables. Though the phonic method has been kept in view in the arrangement of its reading matter, this book is as well adapted as other books to any different method of instruction which may be preferred by the teacher. The diacritical mar
(Typographical errors above are due to OCR software and don't occur in the book.)
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