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Indiana University Studies 



ing exercises in the real sense of the word. In addition, it is 

 necessary, particularly during the second half of the first year, 

 to conduct special drill exercises in order to develop independ- 

 ence in the recognition of words. Drill exercises should not 

 be substituted for reading exercises, otherwise the pupil may 

 interpret reading as word pronunciation rather than thought 

 getting. 



The tests which were given in Indiana showed that the 

 pupils of the second and third grades had developed consider- 

 able ability in oral reading. The tests showed clearly that fur- 

 ther progress in oral reading depended on the permanent 

 establishment of the simpler habits and associations which 

 had been only partly formed and on the development of abilitj^ 

 to read and interpret selections of increasing difficulty. Re- 

 cent investigations of reading reveal the fact that progressive 

 school systems carry on two types of reading exercises in the 

 second and third grades in order to provide for the establish- 

 ment of those habits on which effective reading depends. In 

 one exercise each day pupils are asked to read at sight simple, 

 interesting selections. In such exercises attention is directed 

 primarily to the content of what is read. If difficulties are 

 encountered the teacher quickly renders the necessary help 

 and the reading proceeds. Thru quantitative reading of the 

 type just described those habits and associations are estab- 

 lished which are prerequisite to fluent reading. In the second 

 reading exercises each day pupils are assigned selections 

 which are more difficult. During periods of silent and super- 

 vised study the pupils are introduced to problems of increas- 

 ing difficulty and more or less responsibility is imposed on 

 them for the solution of the problems encountered. Under 

 the guidance of a skilful teacher the pupils develop rapidly in 

 ability to read intelligently and independently selections of 

 ordinary difficulty. It is recommended that the cities of Indi- 

 ana organize their instruction in reading during the second 

 and third grade to secure corresponding results. Quantita- 

 tive reading of interesting selections and skilful instruction 

 are prerequisite to rapid progress. 



By the time the pupil of average ability enters the fourth 

 grade he is able to read simple, untechnical selections with 

 a high degree of comprehension and at a rate equal to or 

 greater than his rate of vocalization. When the pupil has 



