Reading ability

Press, Volume CXIII, Issue 33191, 3 April 1973, Page 14

Reading ability

Sir, —I heartily agree with Reformer in his reading ability letter of today’s paper As a teacher of long standing I say first teach the alphabet with the sounds of the letters, then take two—say a and t—get these learnt as “at.” Then to stimulate the child’s interest add other letters, making words like cat, rat, mat etc. Then put them into sentences “A cat sat on a mat” and we have the start of understanding reading. This is the phonic or sound way. The sooner we have it adopted, the sooner the illiteracy will be cut out. Go from the known to the unknown.—Yours, etc., REFORMER SUPPORTED. March 29, 1973.

Sir,—Seventeen years of teaching infants convinced me very few cannot be taught to read if the method is varied to suit the child. On entering secondary teaching I was shocked to find a large number unable to understand simple prose. They could not use an index or dictionary, sound out new words or break them into syllables. Some say most children do leave the infant room with basic reading skills but dry rot sets in about the lower standards. Is that sacred cow, group reading, not -yielding as it should? Are inexperienced teachers in charge without adequate help and supervision? Do all available remedial reading teachers work in the school? Do parents do their part? Without reading skill these children cannot get a driver’s licence or follow simple directions in a labourer’s job. No wonder they are often troublemakers. A Campaign Against Rising Illiteracy should be started now.—Yours, etc., ACTION NOW. April 2, 1973.