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Indiana University Studies 



It is recommended that the teachers of Indiana substitute 

 productive silent reading exercises similar to the one de- 

 scribed above in place of some of the stereotyped oral read- 

 ing exercises which prevail in many schools. 



In connection with the discussion of the results of the 

 silent reading tests two facts were pointed out which are 

 significant at this point. In the first place, Indiana ranks 

 relatively low in rate of silent reading in the intermediate 

 grades, and in the second place the investigations which have 

 been made in various other states show clearly that progress 

 in rate of reading is particularly appropriate for these grades. 

 It is fair to conclude that the teachers of Indiana should give 

 added emphasis to rate of reading. Scientific studies have 

 shown that the reader of average ability uses only a part of 

 the possibilities of recognition which are supplied by his field 

 of clear vision. An enlargement of the units of recognition 

 demand broad experience which makes possible the compre- 

 hension in a single act of meaningful phrases, freedom from 

 the difficulties which new and unfamiliar words present, and 

 freedom from the limitations of vocalization. It is evident 

 therefore that pupils of the intermediate grades must be given 

 frequent opportunity to read silently material which is rela- 

 tively easy for them, if the eye is trained to perceive and 

 comprehend wide units of the line at each fixation. Occa- 

 sional exercises may be assigned to advantage in which the 

 pupil will be required to complete a given selection within a 

 relatively short time. It is recommended at this point that 

 the teachers of Indiana consider the advisability of frequently 

 introducing silent reading exercises in which relatively easy 

 material is read in order to enlarge the units of recognition 

 and to increase the rate of reading. 



By the time the pupil reaches the seventh grade he should 

 be able to read independently with ease and intelligence. He 

 has reached that stage in his development when he can apply 

 the ability which he has developed in reading to the wider 

 fields of interest which develop at this time. As a rule, read- 

 ing in the upper grades is restricted to the intensive study 

 of a limited number of literary selections. No objection is 

 offered here to the study of classical literature in reading 

 classes. The point of importance is that reading should not 

 be limited to selections of this type. A pupil should be given 



