Codperative Study of Reading 



41 



reached this stage in his development his interest in what he 

 is reading leads him to proceed as rapidly as he can and hence 

 he substitutes silent reading for oral expression. It has been 

 shown in recent investigations that many pupils in the fourth 

 grade have developed more power in the pronunciation of 

 words than in ability to interpret what has been read. Fur- 

 ther progress in the acquisition of reading ability requires 

 that the pupil extend his field of experience in order to gain 

 a broader background for more comprehensive and critical 

 interpretations. Hence the intermediate grades should be 

 devoted largely to quantitative reading of an informational 

 character. Inasmuch as silent reading is a more rapid pro- 

 cess than oral reading, most of this material should be read 

 silently by the pupils during periods of independent study. 

 In order to secure the results which are desired the schools 

 must provide an adequate number of interesting books for 

 pupils to read. One of the first steps which should be taken 

 by the teachers and supervisors of Indiana is the reorgani- 

 zation of the work of the intermediate grade to provide abun- 

 dant opportunity for silent reading. In this connection pro- 

 vision should be made for an adequate supply of appropriate 

 books. 



In order to illustrate at least one method of conducting 

 silent reading exercises the following quotation is inserted. 

 It is presented at this point because it describes a type of 

 silent reading lesson which secures a large amount of infor- 

 mation and which trains in effective methods of silent study. 



The teacher was conducting a series of information lessons con- 

 cerning Holland. She had secured a large number of books which con- 

 tained relevant chapters. The pupils were given two reading periods 

 in which to read as much as they could silently and to make notes in 

 regard to the interesting points which they discovered. At the end of 

 this period the teacher and the class made a list of the most important 

 problems relating to Holland, Each pupil chose a problem from the 

 list and made it the basis for further study. He read carefully but 

 rapidly all of the references which he could find relating to his problem. 

 Pictures were secured, illustrative materials of various types w^ere col- 

 lected, and the facts which were secured through reading were organized 

 in good form. After two days of intensive study of this type each pupil 

 reported to his classmates the results of his reading and study. When- 

 ever necessary, references were read to the class to illustrate an im- 

 portant point or to give support to a judgment expressed by the pupil 

 in regard to some phase of life in Holland. 



