PRINCIPLES OF TEACHING READING

We acquire a large portion of our knowledge through reading; this makes learning to read quickly of paramount importance. Within the last millennium, there has been a complete revolution in the teaching of mathematics; instead of rules, principles are now taught and the results have been astonishing. 

Although many changes have been made in the teaching of reading, it is well known that there hasn't been a marked improvement in the results. This concern has a long history and the following extract is proof of this

"The problem of teaching beginners to read is the most difficult one the teacher has to encounter"

Canada School Journal, November 1882

Why is the teaching of reading not as satisfactory as teaching mathematics? Our irregular orthography is partly responsible for it but the chief reason is that we are teaching most of our arithmetics on sound principles of education but in teaching reading, many of these principles are constantly violated.

What then are these principles?

1) ANALYSIS BEFORE SYNTHESIS

The quickest way to learn the mechanism of a clock or any other machine is to take it apart and then put the parts together again. As in teaching grammar we first take sentences and separate them into their parts, then we take words and make up sentences, so in teaching reading, we should first separate words into their parts and afterward combine the parts to make words.

2) PROCEED FROM THE KNOWN TO THE UNKNOWN

In order for knowledge to be practical, it must form a chain with each succeeding link connecting to a preceding one and then welded firmly. Giving disconnected facts is not education and therefore the first lesson in reading should begin with something with which the child is familiar and each succeeding lesson should be connected with the one before it.

3) DO NOT TRY TO TEACH TOO MUCH AT ONCE

Let's take eating as an analogy. When we eat just as much as is required, our bodies are strengthened; but if we eat three times as much, sickness or even death will certainly prevail. Yet, many learners are compelled to take up to ten times as much intellectual food than they can digest at once. This causes a form of mental dyspepsia / death as some learners - particularly young learners - cease to make any intellectual effort.

4) BEGIN WITH THE EASIEST AND GO ON GRADUALLY TO THE HARDEST.

In teaching algebra, we do not introduce quadratic equations in our first lesson yet many first readers are presented with the greatest difficulties of the language in the first lessons, instead of the easiest words.

5) TEACH THE PUPIL HOW TO APPLY HIS KNOWLEDGE AT ONCE

If we were to place a microscope in the hands of a child who does not know what to do with it, he would soon throw it aside or break it; but if we showed him how to examine tiny objects with it, he would cherish and use it. If we communicate facts to learners without their application, we make no permanent impression on their minds, but if we teach them how to use their knowledge, their memories will retain it.

Teaching reading is rocket science and it should be treated as such. Be deliberate about teaching reading especially from the early years.