Looking At Reading In Our Schools Today

Taupo Times, Volume XIV, Issue 58, 27 July 1965, Page 2

Looking At Reading In Our Schools Today

What is the basic problem of reading in New Zealand schools, asks Mr P. H. Jones, of Taupo, in a series of articles in which he attempts to answer just this problem. This is the first of the series: —

The standard of school reading is a major problem. One newspaper said: "The average person is appalled, and even ineredulous, to learn of pupils entering secondary schools still unable to read." Hundreds in Hamilton cannot read — even men of thirty. Recently a magistrate noted a driver who had a licence but couldn't read ,street signs. How does one recognise a word? By the sound of its letters — by phonetics. But what if the alphabet is unknown? One waits to be told — look-and-say (look-say in America) see-say really. Basic words — chosen by experts — are stored in the memory by repetition; one Canadian reader uses the word "zoo" 82 times. How.

many basic words must one store- to become educated? The choice can be made from half a million, but 1000 are considered basic. Complaints have come from businessmen, ■ editors, even headmasters (all secondary) that reading (and spelling) are below par. Senior inspectors have denied this by reporting: "Reading and comprehension standards are higher." But we read »of hundreds of remedical classes — au apt name — operating under specialists. This treats the effect but not the caiise,. Some principals and lecturers blame "social promotion" for the lower standards; others films radio and Tv. Fifteen years ago slow readers were numerous

but few were found completely illiterate. Comment is that phonetic values have no meaning for today's pupils who, while recognising "aeroplane" haven't an inkling about building "pat" from "at" because "the alphabet is not taughL" One authority says that phonetics should be taught only as needed. A teachers college lecturer described the play-way system as learning without effort and that because there was no teaching of the alphabet a generation had grown up unable to read. But Dr Durrel said that the teaching of reading does not require a knowledge of the letters. Noah Webster said. it was necessary to begin with the elements of language and explain the powers of the letters. ' • Experts disagree about the causes of failure but, after blaming shortage of staff and changes of teachers, offer under-nourishment, nervous stomach, poor eyesight and even parental ignorance of the aims of modern education. Others say that "Avoidance of phonetic values casts reason aside and invites chaotic spelling and fumbling reading." Today's problem is not that of speed (called by the department "the new eatchphrase") but complete inability to recognise the words. Reading And Spelling Reading includes the ability to recognise the words and, in its early stages, requires pronunciation. The aim of teaching reading is "the mastery of the mechanics of word-recognition," and "independence in determining the pronunciation of new words." When you practice reading you also practice spelling. How odd that reading by look-and-say is based on recollection of whole words but spelling on syllables. (To Be Continued)