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By A. D. C. Peterson (Eds.)

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Children can collect pictures on very many themes—food, clothes, the kitchen, animals, birds, flowers, houses—and these are pasted in large books, with words and sentences decided on between children 54 PRIMARY EDUCATION and teacher. As the teacher then writes the words in view of the children, they are having a first subtle training in written English. In the same way stories are devised, with the children contributing even more with their own crude illustrations; and " news-sheets " are decided on and written up each day.

Linked with the over-riding problem of balancing recognitionteaching with understanding is the question of " how to begin". In the days when " barking at print " was the main aim this was no problem, and it may be helpful to discuss briefly how readingteaching often used to start. With the apparently simple task of word-recognition to be tackled, young children were " taught their letters " quite early. T H E T E A C H I N G OF R E A D I N G 47 At one time the letters of the alphabet were given their accepted names, and children " spelt out " words as they were taught to " read " them.

Even as the new entrant comes into this world of spoken words, however, his teacher begins to familiarize him with printed words. N o one in her senses starts teaching children to read as soon as they enter school, but this does not mean that the children are artificially isolated from print. This would be impossible anyhow; for every child entering a school has already seen a wealth of printed words, on packets, shops, buses, television screens, and almost certainly in books. He doesn't know, in most cases, what they really are, but a large number of five-yearolds do " know", in a rough sort of way, words such as icecream, bus stop, chocolate, ambulance, and similar commonly-seen words which their interest, and perhaps the help of an adult, has revealed to them.

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